Early Career Teacher

Entry requirements

- First Class or Upper Second Class Honours Degree in a relevant discipline (applications from students who do not hold a 1st or 2:1 Honours Degree (or equivalent), but have appropriate professional experience will be considered).

- Applicants must hold Qualified Teacher Status (QTS) or Qualified Teacher Learning and Skills (QTLS) status or Early Years Teacher Status, or equivalent.

Months of entry

October

Course content

The programme draws significantly on a professional learning model that encourages students to make clear connections between relevant research, theory and their emerging professional practice.

Students will draw on their professional capabilities and extend their practice through their engagement with the assessments, which are designed to promote high levels of critical reflection on their Early Career practice and extend their understanding of the link between research evidence and practice. The two modules are designed to develop the Early Career Teacher as a reflective practitioner able to analyse their emerging practice and consider how it is informed by a critical engagement with evidence and research.

Module 1 will focus on supporting the student on their professional learning journey considering relevant theory and evidence which is applicable to their context as an Early Career Teacher. Module 2 will involve continued professional engagement through the critique and deconstruction of students practice, linked to research and evidence. These will both support their ability to critically consider educational research and evidence and support any future small-scale piece of research linked to an aspect of practice.

This Postgraduate Certificate (60 Level 7 Credits) comprises two x 30 credit modules:

Module 1: Developing Practice for Early Career Teachers

This course supports the development of professional practice for those teachers in the
early stages of their careers. It is intended to help participants acquire the knowledge, skills and understanding essential to becoming effective, informed and reflective professional practitioners. The course will provide a context for participants to engage critically with their professional experiences within their early careers.

Module 2: Developing Evidence Based Practice

This course provides an opportunity to critically engage the Early Career Teacher with practice that is informed by evidence such as that included in the Early Career Framework. It is intended to support developing professionals in understanding the link between research evidence and practice.

It will require the Early Career Teacher to reflect on their emerging practices in relation to teaching and learning and how it relates critically to the current available evidence base. It is intended that participants will consolidate their professional confidence and autonomy through critical reflection and focused research.

Information for international students

This course is only available for study within the UK.