Faculty of Education

The Master of Studies (MSt) in Coaching has been designed to address a gap in the market for experienced coach practitioners who wish to deepen their knowledge and understanding of evidence-based psychological models of coaching praxis, with academic modules in coaching psychology, neuroscience, practical philosophy, and emerging trends in research – suitable for coaching in a range of contexts.

The MSt in Coaching has also been developed in response to demand from qualified and experienced coaches who are seeking advanced training that complements and extends the existing PACE provision of entry level qualifications focusing on coaching knowledge, practice skills and professional standards.

The Cambridge MSt differentiates from existing master’s programmes offered by other higher education institutions in the UK by focusing on (a) evidence-based models of psychological coaching; (b) professional applicability beyond specific sectors and domains, such as mentoring, education or career coaching, to include the full range of coaching
contexts; (c) an inter-disciplinary approach that challenges students to develop a wide-ranging curiosity of thought and research; (d) advanced critical thinking and problem-solving skills that result in robust academic writing and research output, commensurate with a world-leading institution.

The programme is aimed at coach practitioners who have at least 3 years’ demonstrable coaching experience in their chosen domain.

The Doctor of Education (EdD) is a part-time research degree designed for professionals committed to adopting a research approach to changing practice. As with other doctoral programmes, the main purpose of this degree is to prepare a substantial piece of original research but, in the EdD, students will also use their professional expertise to consider how this research will influence systemic or institutional change. Applicants for the EdD usually include practitioners in a variety of fields who understand that education is key to innovation and change, and who have an idea of how they can influence and improve practice and/or policy.

The Arts, Creativity and Education (ACE) thematic route offers students the opportunity to explore urgent themes in arts and education research taking place globally today. By ‘urgent’, we mean contemporary debates, practices, policy agendas and epistemic dialogues currently shaping the way art and education are practiced across a variety of contexts, that we might want to further explore or that we are committed to changing. It includes contributions from specialists in a range of disciplines, including performing arts, drama, theatre, visual art, design and technology. 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 programme aims to:

• examine contemporary theoretical frameworks used in the study of education and its constituent disciplines (including decoloniality; posthumanism and materialism; critical pedagogies past and present);

• provide training in research methods appropriate to arts and education, including artistic research practices;

• advance students’ capacity for professional reflection and judgement by thinking through real world dilemmas and complexities;

• cater for a range of specialists interested in the field of education or one of its constituent disciplines.

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.

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.

The MPhil in Education, Globalisation and International Development (EGID) focuses on a range of contemporary issues of globalisation and international development in the field of education, in order to interrogate the latest theoretically grounded, and empirical research with our students. Our programme explores the relationship between education and wider socio-economic processes, with a particular focus on countries in the Global South. The programme offers an opportunity to engage with these issues from different theoretical lenses and diverse empirical approaches. It will assist students in developing critical understanding of the challenges and priorities faced in the field of international education and development, these include, examining complex inequalities arising from the intersections between poverty, disability, gender, race and class; migration - both within and across nations; forced displacement; the impact of unprecedented and unexpected school closures; and re-scripting the role of families and communities in education. Through readings and discussions students will become more sensitive to ways in which unequal power relations between different countries shape international commitments, programme development and funding mechanisms in the field of education and international development

Students joining this course will:

• Engage with cutting-edge research being conducted by members of the teaching team who are involved closely in influencing international and national policy discourses and implementation

• Benefit from a wide range of research centres at the faculty, including REAL and PEDAL and research networks, such as CaNDER and CLAREC

• Be involved in small group discussions with a select group of 25-30 students per year, who come from varied disciplinary and professional backgrounds

• Benefit from inclusive, participatory and research-oriented pedagogy

• Have opportunities to deepen your scholarship with the support and personalised mentoring from one-on-one supervision

• Engage with invited scholars, particularly from the Global South, who lead public talks as part of our seminar series titled: “Politics of knowledge building in education and international development”

• Benefit from the vast array of opportunities available in the Collegiate university

• Connect with Alumni working across diverse fields and geographical spaces

• Develop research skills which will enable you to continue to a PhD, if desired

• Develop transferable skills for employability across a range of organisations

This route provides a comprehensive overview of critical issues in education policy, leadership and improvement, through the in-depth study of theoretical perspectives and their applications to educational contexts and settings. The course combines UK and international perspectives and engages with evidence from a range of national and educational contexts. The teaching team draw on their research expertise and encourage course participants to share their experiences and reflect on the course content, relating new knowledge and insights to their own contexts.

This route provides a comprehensive overview of critical issues in education policy, leadership and improvement, through the in-depth study of theoretical perspectives and their applications to educational contexts and settings. The course combines UK and international perspectives and engages with evidence from a range of national and educational contexts. The teaching team draw on their research expertise and encourage course participants to share their experiences and reflect on the course content, relating new knowledge and insights to their own contexts.

The PhD in Education is a research degree whose primary purpose is the preparation of a substantial piece of original research. Our doctoral students come from around the world and make important contributions to their fields and to the vitality of the Faculty's research culture.

One of the great strengths of studying at Cambridge is the level of individual support you will receive from an expert in your field. All doctoral students in the Faculty conduct their research under the guidance of a dedicated supervisor. You will also be encouraged to play an active role in research seminars and engage in opportunities to acquire transferable skills.

Knowledge, power and politics rest at the heart of education. Recognising that education takes a wide variety of forms and is subject to different, often competing agendas across the globe, this MPhil in Knowledge, Power and Politics explores fundamental questions relating to: the roles of education in societies; transnational debates about the nature of knowledge formation and its circulation; and the consequences for 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, Knowledge, Power, Politics 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-on-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.

The Mathematics Education route is taught by a specialist team, and it is ideal for researchers, teachers, school leaders, and other professionals looking to take the next step in their career in Mathematics Education. Many of our students are working professionals who continue in full-time posts while studying.

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 two main ways:

• through taught sessions in mathematics education; and

• through work on course assignments under the supervision of a member of the teaching team.

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 it is ideal for researchers, teachers, school leaders, and other professionals looking to take the next step in their career in Mathematics Education. Many of our students are working professionals who continue in full-time posts while studying.

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 two main ways:

• through taught sessions in mathematics education; and

• through work on course assignments under the supervision of a member of the teaching team

The PhD in Education is a research degree whose primary purpose is the preparation of a substantial piece of original research. Our doctoral students come from around the world and make important contributions to their fields and to the vitality of the Faculty's research culture.

One of the great strengths of studying at Cambridge is the level of individual support you will receive from an expert in your field. All doctoral students in the Faculty conduct their research under the guidance of a dedicated supervisor. You will also be encouraged to play an active role in research seminars and engage in opportunities to acquire transferable skills.

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

The part-time Primary Education route is intended for education professionals, policymakers and researchers. 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.

This route is intended for applicants who have a background and strong interest in psychology and/or its applications to educational settings, and now wish to develop their knowledge in this area further.

This specialist masters route will enable students to examine the theoretical frameworks used in the study of the psychology of education and its constituent disciplines; and provide training in research methods appropriate to psychology and education, as well as advance students’ capacity for professional reflection and judgment and cater for a range of specialists interested within the field of psychology of education

Students who study on this route will complete the programme with a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to the psychology of education and will be able to demonstrate originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in this field. Students will also have shown abilities in the critical evaluation of current research and research techniques and methodologies and demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

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.

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 to a range of specialists interested within the field of education or one of its constituent disciplines.

This popular course offers a flexible blended learning approach for full or part-time education practitioners at different stages in their careers who are interested in developing and transforming their practice. Education practitioner is construed as a broad term to encompass not just teachers in school settings, but teachers in other educational contexts and professionals whose work is located in education settings such as counsellors, those who work with school assessment etc.

This popular course offers a flexible blended learning approach for full- or part-time education practitioners at different stages in their careers who are interested in developing and transforming their practice. Education practitioner is construed as a broad term to encompass not just teachers in school settings, but teachers in other educational contexts and professionals whose work is located in education settings such as counsellors, those who work with school assessment etc.

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.

The Child and Adolescent Psychotherapeutic Counselling Programme at the Faculty of Education is accredited by the Universities Psychotherapy and Counselling Association (U.P.C.A.) and leads to registration with the United Kingdom Council for Psychotherapy (U.K.C.P.).

The course specialises in the aims, processes and skills of working therapeutically with children and young people through an emphasis on working through play and with the arts. Other significant strands include child and adolescent development, clinical skills, professional issues, ethics and child safe-guarding, child mental health, developing children's emotional well-being, working with children's contexts, networks and families, multi agency work, working in a school setting, and working with groups. This programme enables participants to become effective and ethical psychotherapeutic counsellors.

Course overview:
A 30-hour PAES course that aims to explore psychotherapeutic counselling with children and adolescents and develop the skills and theoretical base for such work. Course members will be encouraged to consider how these skills apply in their own work setting, through the idea of ‘embedded counselling’. There is an emphasis on the therapeutic relationship and the relational processes involved in using counselling skills with children and young people.

Consideration will also be given to specific areas including;

• counselling in schools and other settings
• safeguarding and child protection
• working with diversity
• practical and ethical issues
• working with parents and adults around the child
• students' own work setting

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 it is ideal for researchers, teachers, school leaders, and other professionals looking to take the next step in their career in Mathematics Education. Many of our students are working professionals who continue in full-time posts while studying.

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 two main ways:

• through taught sessions in mathematics education; and

• through work on course assignments under the supervision of a member of the teaching team.

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.