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Postgraduate Admissions

26 courses offered in the* Faculty of Education

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The PhD is a research degree, the main purpose of which is to prepare a substantial piece of original research. Our graduate students, from all over the world, make an important contribution not only to the vitality of the Faculty's research culture but also to its outstanding reputation internationally. The Faculty has long-established relationships with both national and international agencies and institutions.

One of the great strengths of studying at Cambridge is the level of individual support you will receive from an expert in your field. The Faculty assigns all doctoral students a supervisor to guide them through their course. All doctoral students also undertake a programme of planned research training and are encouraged to play an active role in research seminars and engage in opportunities for acquiring transferable skills.

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The EdD is an innovative programme that harnesses the experience of excellent doctoral research at Cambridge to generate, develop and disseminate professional knowledge and support innovation that will have social, educational and practical impact. Participants in the EdD programme will design and implement substantial research projects.

One of the great strengths of studying at Cambridge is the level of individual support you will receive from an expert in your field. The Faculty assigns all doctoral students a supervisor to guide them through their studies. All doctoral students also undertake a programme of planned research training over the course of their EdD and have the opportunity throughout their studies to attend further research and transferable skills training.

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This thematic route provides an interdisciplinary exploration of contemporary arts education and cultural debates in the UK and abroad. It includes contributions from specialists in a range of disciplines, including performing arts, drama, theatre, music, visual art, design and technology. The course provides students a broad-based theoretical foundation for understanding arts, creativity, and education, as well as specific hands-on experience in using the arts as a method of inquiry. This course recognises that artistic practices can serve as an essential research tool in our respective fields and therefore makes available studio and performance facilities.

The course is assessed through two essays and a dissertation, each oriented around students’ interests: 

  • a critical discussion of a key issue in arts, creativity, and education; 
  • an analysis of a peer-reviewed research paper; and
  • a dissertation based upon research carried out by the student

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This specialist master's route is aimed at applicants who already have knowledge of and interest in children's literature, and who want to develop expertise in the subject at master's level. In this route, students will meet old favourites in fiction, film, poetry and picturebooks and make exciting new acquaintances. They will be introduced to topical debates on the nature and social function of this controversial and multifaceted body of literature. They will also be provided with the tools for a critical assessment of texts written and marketed for a young audience.

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This PGCE-MEd course is aimed at applicants who already have knowledge of and interest in children's literature, and who want to develop expertise in the subject at master's level. In this route, students will meet old favourites in fiction, film, poetry and picturebooks and make exciting new acquaintances. They will be introduced to topical debates on the nature and social function of this controversial and multifaceted body of literature. They will also be provided with the tools for a critical assessment of texts written and marketed for a young audience.

This thematic course concentrates on a wide range of writing for children, including the "classics", texts for very young readers, international literature and literature for young adults. Close textual study and the history of children's literature are embedded within the course, on which students will also be expected to engage with some of the key debates in the field and to consider a range of theoretical perspectives – from Romanticism to reader-response theory; gender issues to posthumanism; historical studies to new historicism; sociocultural viewpoints to semiotics – as well as examining critically views of young readers and their reading choices.

The PGCE-MEd route will include two modules from the following possible list: Texts, Contexts and Childhood; Perspectives on Children's Literature; Visual Texts; and Texts and Readers. It is assessed through a dissertation on a topic of the student's own choosing, which may be either a purely literary study or a small empirical research project. 

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Students joining this course will:

  • benefit from teaching by internationally renowned Faculty staff who are actively involved in cutting-edge research and policy advice;
  • closely engage with the work of the Research for Equitable Access and Learning Centre (REAL) and the Faculty’s Education, Culture, Politics and Global Justice Research Group;
  • join a select group of around 25 to 30 students per year;
  • experience a teaching approach that promotes active, participatory, inclusive and research-oriented pedagogy;
  • enjoy personalised support and mentoring through one-to-one supervision;
  • connect with a friendly and vibrant community from across the world;
  • benefit from access to research groups and networks across the University of Cambridge; and
  • develop skills for employability across a range of organisations working on globalisation and international development.

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This route provides a broad-based view of educational leadership and school improvement, both through the explicit and focused study of specific concepts and issues, and through their application in the conduct of individual research projects. The teaching team draw on their research and experience to illustrate ideas, and occasionally welcome visiting academics to enrich the route still further. Students are encouraged to share their experiences and perceptions, and to learn from each other while relating knowledge, principles and insights to their own contexts. Participants come with varied backgrounds, from the UK and overseas and as such the course has national and international perspectives.

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This route provides a broad-based view of educational leadership and school improvement, both through the explicit and focused study of specific concepts and issues, and through their application in the conduct of individual research projects. The teaching team draw on their research and experience to illustrate ideas, and occasionally welcome visiting academics to enrich the route still further. Students are encouraged to share their experiences and perceptions, and to learn from each other while relating knowledge, principles and insights to their own contexts. Participants come with varied backgrounds, from the UK and overseas, and as such the course has a national and international perspective.

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How are education systems around the world governed, with what kind of knowledge's in what kinds of place? This pathway explores these profoundly important questions and the nature of the consequences of social justice.

Students joining this course will:

  • benefit from teaching by internationally renowned Faculty staff who are actively involved in cutting-edge research and policy advice in the area of knowledge production in the contemporary global world of education, its political nature, diverse settings and issues of social justice;
  • closely engage with the work of the Faculty’s Education, Culture, Politics and Global Justice research cluster;
  • join a select group of no more than 25 to 30 students per year;
  • experience a teaching approach that promotes active, participatory, inclusive and research-oriented pedagogy;
  • enjoy personalised support and mentoring through one-to-one supervision;
  • connect with a friendly and vibrant community from across the world;
  • benefit from access to research groups and networks across the University of Cambridge; and
  • develop skills for employability across a range of organisations concerned with research, policy and practice.

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The Mathematics Education route is for anyone with a research or professional interest in mathematics education at any level of education (primary, secondary, or tertiary), wanting to undertake advanced study in a world-class setting. The Mathematics Education route is taught by a specialist team, and its student cohort is drawn primarily from UK-based professionals who continue in their full-time posts while taking the course part-time

The Mathematics Education route develops students' understanding of a number of important issues in the field of mathematics education. Students learn to interpret and critically engage with ideas and debates in mathematics education research in three ways:

  • through taught sessions in mathematics education;
  • through work on course assignments under the supervision of a member of the teaching team; and
  • through participation in seminars led by students on the route and in project workshops.

 

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The PGCE-MEd Mathematics Education route is for anyone with a research or professional interest in mathematics education at any level of education (primary, secondary, or tertiary), wanting to undertake advanced study in a world-class setting. The Mathematics Education route is taught by a specialist team, and its student cohort is drawn primarily from UK-based professionals who continue in their full-time posts while taking the course part-time.

The Mathematics Education course develops students' understanding of a number of important issues in the field of mathematics education. Students learn to interpret and critically engage with ideas and debates in mathematics education research in three ways:

  • through taught sessions in mathematics education;
  • through work on course assignments under the supervision of a member of the teaching team; and
  • through participation in seminars led by students on the route and in project workshops.

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The part-time Primary Education route is intended for education professionals, policymakers and researchers at any stage of their career. Many students have relevant international experience and interests. We aim to fuse research and theoretical understandings about primary or elementary education with current priorities in policy and practice.

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The part-time Primary Education route is intended for education professionals, policymakers and researchers at any stage of their career. Many students have relevant international experience and interests. We aim to fuse research and theoretical understandings about primary or elementary education with current priorities in policy and practice.

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This route is intended for applicants who have a background or strong interest in education, have undertaken some previous study of psychology, perhaps within their first degree, and now wish to develop their knowledge in this area further.

The route offers a chance to connect with cutting-edge research in areas of psychology relevant to the study of human development, learning and education. A series of taught sessions and discussions support students to discover, engage with and to critically appraise key theoretical and empirical advances in the discipline of psychology as applied to education and learning. Through these research-led teaching sessions, students can explore how psychological approaches have been used to investigate particular aspects of education, learning and development across the lifespan. Students will have the opportunity to connect with and participate in active research projects carried out by our team.

These sessions are accompanied by the study of quantitative and other research methods in psychology. Students are also warmly encouraged to attend our Academic Group research seminars, where a variety of internationally relevant speakers join us to explore contemporary psychological explanations and research applications in a broad range of educational contexts.

At the end of the taught component of the route, students complete their own research dissertation based on topics that align with the expertise of the psychology team.

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This pathway in Research in Second Language Education course adopts a broad definition of the term "second language education". It considers issues relating to the teaching and learning of languages in schools and communities as well as issues relating to the teaching of English as a second, foreign, or additional language across the world. A special feature of the course is its broad-based training which enables students to combine linguistic and social analysis in their research..

The course aims to combine in-depth critical understanding of the main currents of conceptual thinking in second language education with practical training in conducting L2 empirical research.

The main aims of the course are as follows:

  • to examine the theoretical frameworks used in the study of education and its constituent disciplines;
  • provide training in research methods appropriate to education;
  • advance students’ capacity for professional reflection and judgment;
  • cater for a range of specialists interested within the field of education or one of its constituent disciplines.

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This PGCE-MEd course adopts a broad definition of the term "second language education". It considers issues relating to the teaching and learning of languages in schools and communities as well as issues relating to the teaching of English as a second, foreign, or additional language across the world. A special feature of the course is its broad-based training which enables students to combine linguistic and social analysis in their research..

The course aims to combine in-depth critical understanding of the main currents of conceptual thinking in second language education with practical training in conducting L2 empirical research.

The educational aims are:

  • to examine the theoretical frameworks used in the study of education and its constituent disciplines;
  • provide training in research methods appropriate to education;
  • advance students’ capacity for professional reflection and judgment;
  • cater for a range of specialists interested within the field of education or one of its constituent disciplines.

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This course offers a flexible blended learning method for full or part-time practitioners in educational contexts. The course seeks to locate practitioner enquiry in the wider educational research context. Students will explore policy and its relation to practice, engage with examples of practitioner research in educational settings in the UK and beyond, and take part in their own enquiry work to transform an element of their practice. Students will be supported through working in a community of enquiry.

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This course offers a flexible blended learning method for full or part-time practitioners in educational contexts. The course seeks to locate practitioner enquiry in the wider educational research context. Students will explore policy and its relation to practice, engage with examples of practitioner research in educational settings in the UK and beyond, and take part in their own enquiry work to transform an element of their practice. Students will be supported through working in a community of enquiry.

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The Faculty of Education's PPD programme can be used as part of a progression route to the Cambridge part-time master's (MEd) or as a qualification in its own right. The programme offers flexible opportunities to gain highly regarded qualifications through both part-time and online modes of study which enable students to update and upgrade their skills, advance their careers and support development of practice in various work settings, often working with children or young people in educational or training environments.

There are various taught courses available in the programme through both face-to-face and online taught sessions where students can gain the 90 credits required for the Postgraduate Advanced Certificate in Educational Studies (PACES) award. Alternatively, students can study on an individual research basis. Participants work either in a small group or individually with a supervisor to design and undertake a small-scale project aimed at researching or developing practice. Central to the research option is a belief in the importance of empowering students to link theory, research and practice effectively in their place of work.

Please note that as a PPD student you will be a member of the Faculty of Education with access to all Faculty services such as library membership and IT support. You will not, however, have College membership, as this is a "non-member" award. Use of some central University facilities may be restricted (for example sports clubs). If you continue to our master's programme, you will at that point be admitted to the central University, through the College system, as a full member of the University.

Applicants for the programme will be asked to attend an admissions interview.

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Awaiting Approval

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Awaiting Approval

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This route provides a broad-based view of educational leadership and school improvement, both through the explicit and focused study of specific concepts and issues, and through their application in the conduct of individual research projects. The teaching team draw on their research and experience to illustrate ideas, and occasionally welcome visiting academics to enrich the route still further. Students are encouraged to share their experiences and perceptions, and to learn from each other while relating knowledge, principles and insights to their own contexts. Participants come with varied backgrounds, from the UK and overseas, and as such the course has a national and international perspective.

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The PACES-MEd Mathematics Education route is for anyone with a research or professional interest in mathematics education at any level of education (primary, secondary, or tertiary), wanting to undertake advanced study in a world-class setting. The Mathematics Education route is taught by a specialist team, and its student cohort is drawn primarily from UK-based professionals most of whom continue in their full-time posts while taking the course part-time

The Mathematics Education course develops students' understanding of a number of important issues in the field of mathematics education. Students learn to interpret and critically engage with ideas and debates in mathematics education research in three ways:

  • taught sessions in mathematics education;
  • work on course assignments under the supervision of a member of the teaching team; and
  • participation in seminars led by students on the route and in project workshops.

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The part-time Primary Education route is intended for education professionals, policymakers and researchers at any stage of their career. Many students have relevant international experience and interests. We aim to fuse research and theoretical understandings about primary or elementary education with current priorities in policy and practice.

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1 course also advertised in the Faculty of Education

From the Institute of Continuing Education

The Postgraduate Certificate in Teaching Creative Writing is a nine-month part-time Master’s level programme resulting in 60 credits FHEQ (Framework for Higher Education Qualifications) at Level 7.  

The programme is structured around three modules, and results in a 10,000 word portfolio of work. Each of the modules invites participants to engage in prior reading and research, class-based activities and independent, post-session work in response to key themes. Each module is designed with a focus on a different area of teaching creative writing, but each will work towards the same objective: that students will finish the module with enhanced knowledge of relevant existing pedagogical theory, acquired new practical skills for teaching/assessment/planning, and developed reflective awareness and innovation in their own teaching practice.

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