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ERIC Number: EJ971627
Record Type: Journal
Publication Date: 2012
Pages: 4
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-1941-5257
Teaching as a Masters Profession in England: The Need for Continued Debate
Jackson, Alison; Eady, Sandra
Professional Development in Education, v38 n1 p149-152 2012
In this paper the authors suggest that teacher educators in higher education institutions (HEIs) in England are not fully convinced that teaching should be a Masters profession. The original engagement with Masters-level provision for student-teachers in England seems to have been founded on a technicality rather than a committed philosophical stance as to the value of Masters for the teaching profession. The alignment of postgraduate qualifications across Europe (Bologna Declaration; European Commission 1999) highlighted a misnomer that had been used without question for years; the Postgraduate Certificate in Education did not include any Masters-level study and should not assume that title. Thus HEIs offering the Postgraduate Certificate in Education decided to resolve this dilemma by including Masters-level credits in their postgraduate programmes. This paper reports on a project that takes a point in time when teacher educators from across England came together to discuss this issue and consider their position with respect to teaching as a Masters profession. Through the ongoing debate with teacher educators concerning "teaching as a Masters profession", it was discovered that it remains difficult for teacher educators to propose a definition of "Mastersness" that satisfies them on a personal or political level.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)