Goddard, R. and Payne, M.I. orcid.org/0000-0002-1019-7375 (2013) Criticality and the practice-based MA: an argument drawn from teaching on the Masters in Teaching and Learning (MTL). Journal of Education for Teaching, 39 (1). pp. 123-135. ISSN 0260-7476
Abstract
This paper considers the notion of criticality in relation to the Masters in Teaching and Learning (MTL), the Teacher Development Agency (TDA)-funded masters programme for school teachers in England. After the two current cohorts complete the MTL in 2013 one a cohort of Newly Qualified Teachers (NQTs) and one of more senior Teaching and Learning Responsibility holders (TLRs) government funding will not be provided for any subsequent recruitment to the course. In light of this, debates around the MTL may be viewed as redundant, but we do need to acknowledge that there will be a cohort of students who hold a Masters in Teaching and Learning and for whom it is a valid qualification. Beyond this, discussion of what a masters course in education might consist of is still a relevant and urgent matter. Our argument in this paper draws upon our experience of working on the MTL but is, we submit, applicable more generally to the practice-based masters courses that have proliferated in recent years. Our focus is upon criticality as an essential component of masterliness. We consider briefly ways in which critique might be construed and practised before going on to argue that a certain idea of critique, which draws upon historical conceptions of educations role in serving the social good, is essential to educational practice and to claims to mastery in education. We conclude by drawing attention to difficulties that may be presented to teacher-researchers on masters courses that offer themselves as school-based programmes of professional development.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © � 2013 Taylor & Francis. This is an author produced version of a paper subsequently published in Journal of Education for Teaching. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | criticality; masterliness; moral inquiry; technical rationality; communal goods |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 14 Nov 2016 13:30 |
Last Modified: | 24 Mar 2018 12:40 |
Published Version: | http://dx.doi.org/10.1080/02607476.2012.733195 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/02607476.2012.733195 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:107193 |