The Master of Teaching (MTeach) is a higher degree for education practitioners which aims to enhance their professional learning. It provides intellectually challenging and sustained practice-based development opportunities. It includes university-based sessions and mandatory online components.
Using their own experience of everyday teaching and school activities students develop a critical understanding of research and scholarship in teaching and learning, and the changing policy contexts.
Students undertake modules to the value of 180 credits.
The programme consists of optional modules (120/150 credits), and a dissertation/report (60/30 credits). Students can also import up to 60 Master's-level credits from Initial Teacher Education (ITE) programmes.
A Postgraduate Diploma (120 credits) is offered.
A Postgraduate Certificate (90 credits) is offered.
Core Modules are dependent on your MTeach pathway. Pathways include:
• New Teachers (<2 years experience)
• Experienced Teachers (>2 years experience)
• English Teachers
• Mandarin Teachers
Please contact us for more information about which pathway and core modules would be most suitable.
- Understanding Teaching
The Understanding Teaching (UT) module is designed specifically for new/early career teachers usually in their first or second year of teaching. Acknowledging this busy early stage of a teaching career it is run over a complete academic year with a mix of online discussions and face to face (f2f) sessions once a term.
It is multi-phase (primary, secondary and post-16), multi subject and uses online group discussion of key issues, with participants personal teaching contexts being central in this process. Coursework is a piece of work devised to evaluate an aspect of teaching that is of personal and professional interest. It enables participants to demonstrate critical awareness in evaluating what, why, and how they teach, and their commitment to developing pedagogical and professional skills.
- Developing Understanding in English, Media, Drama Studies
This module serves as an opportunity for newly or recently-qualified teachers to reflect on and deepen their understanding of English studies, including Media and Drama, across the secondary sector. It aims to:
- provide a rich and rewarding experience of continuing professional development so as to enhance understanding of key aspects of the field of study and practice within the professional community of English teachers
- promote habits of analysis and critical reflection on practical teaching and encourage module participants to challenge orthodoxies and critically evaluate the assumptions that underlie policy and practice
- provide a critical, research-aware and enquiry-led approach to teaching and learning in English, Drama and Media.
- Leading Learning
The Leading Learning (LL) module is designed specifically for experienced teachers usually with more than three years of teaching. Students must be teaching in the UK for the duration of the module. Its aim is to enable innovative exploration of the complexity and challenges of leading learning in the 21st Century. Its threefold objectives are to develop participants' use of 'the narrative approach' as a professional learning strategy; to understand learning as a complex concept; and to deepen awareness of the potential of professional learning communities. It is run over the first two terms of the academic year with a mix of online discussions and three face-to-face (f2f) sessions.
- Understanding the Teaching and Learning of Chinese Mandarin in Schools
This module provides participants with a platform and opportunities to reflect on their teaching and deepen their understanding of teaching Mandarin Chinese across the primary and secondary sectors. The module aims to:
- provide a critical, research-aware and practice-oriented approach to the theoretical and empirical issues concerning the teaching and learning of Mandarin Chinese
- understand the relationship between theory, research, professional development and classroom practice
- promote the deepening and extension of intellectual perspectives and practical pedagogical knowledge and skills appropriate to the diverse range of school contexts and school students
- develop the module participants criticality to evaluate the assumptions that underlie policy and practice and to challenge orthodoxies.
- Concepts and Contexts of Special and Inclusive Education (MTeach SEN pathway)
- Research and Professional Practice
The Research and Professional Practice (RPP) module provides participants with the opportunity to examine the relationship between research and professional practice, the nature of 'evidence' and what it means to be 'research literate'. Assessment is made up of two parts: a reflection on 'What is the relationship between research and professional practice?' and a proposal for a small-scale practice-based enquiry that will support professional development.
- Professional Development Portfolio 1
The Professional Development Portfolio 1 (PDP1) module is supported by online resources and a small amount of tutorial face-to-face guidance. The module is designed specifically for teachers who want to gain some validation of their prior learning, and import those credits onto the MTeach. This module invites teachers to compile a portfolio composed of four key elements:
- a philosophical statement about their teaching
- a piece of reflective writing about their practice
- three pieces of evidence, critically analysed
- and a critique of an article or part of a book
- Professional Development Portfolio 2
The Professional Development Portfolio 2 (PDP2) module is supported by face to face workshops over the academic year in which the portfolio is to be submitted for assessment. PDP2 is designed to bring together academic studies and professional practice through the compilation of a portfolio which invites critical reflection on learning experiences in other modules and day to day teaching. There are 4 components:
- A Philosophical Statement.
- A Review of the On-line learning in another MTeach module.
- An Evidence Study involving work carried out in the teaching institution.
- A critical appraisal of an article, chapter or aspect of a writer's work of significance to professional practice.
- Developing Professional Enquiry Skills (SEN)
Students may also select approved optional modules from other IOE programmes.
All students undertake an independent research project which culminates in either a report (9,000 words for Research and Practice Based Enquiry, or 10,000 words for the Practice Based Enquiry) or a Dissertation (18,000 words for the Research and Practice Based Enquiry, or 20,000 words for the Practice Based Enquiry)
Teaching and Learning
Teaching is via a combination of face-to-face (including two or three sessions on Saturdays or evenings for most modules) and online learning. The MTeach pathways reflect students’ career stages and/or professional interest. Tutorial groups share and critically analyse professional practice. This process is central to the development of a deeper understanding of subject pedagogy and the ways young people learn. Assessment includes everyday teaching, portfolios, reflective journals and evidence studies.
Note on fees: The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Current Students website. Fees for flexible, modular study are charged pro-rata to the appropriate full-time Master's fee taken in an academic session: £1,321 per 30-credit module, £2,642 for the 60-credit dissertation for 2017/18. The total fees for any academic year will therefore be determined by the number of modules taken.
A minimum of a second-class Bachelor's degree from a UK university or an overseas qualification of an equivalent standard is required, together with strong references from appropriate referees. Participants should be teaching in Europe for the duration of the programme. Before being offered a place, students will either need to attend a group interview and submit a piece of reflective writing or, if already a UCL Institute of Education (IOE) PGCE, GTP or Schools Direct graduate, students need to provide a satisfactory written reference from your PGCE IOE tutor in lieu.
English Language Requirements
If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Good
Further information can be found on our English language requirements page.
Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website.
International students can apply for a Student Visitor Visa to study the face-to-face parts of this programme if required. This programme is not suitable for international students on a Tier 4 visa.
International applicants can find out the equivalent qualification for their country by selecting from the list below.
Select your country:
Many MTeach participants receive sponsorship through their schools to support their studies. If your application is successful, we would be happy to offer a letter in support of such sponsorship.
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
Graduates of this programme are currently working in a range of educational careers. Some are working as teachers, while others have roles in management or as senior leaders. Graduates have also found positions as local authority advisers and within universities.
Recent career destinations for this degree
- Independent School Teacher (Head of Psychology Department), Queen's Gate
- Primary School Class Teacher, Westminster City Council
- Secondary School Teacher (Maths), The Douay Martyrs School
- Sixth Form Teacher (Psychology), St Gabriel's
- Teacher (Head of Social Science), Our Lady's Convent High School
The programme focuses on teachers' practice and leadership, and encourages teachers to learn from and with colleagues in other schools. At a time when the recruitment and retention of excellent teachers are key issues for many schools, award-bearing professional learning acts as an incentive for both schools and teachers.
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2012–2014 graduating cohorts six months after graduation.
Why study this degree at UCL?
UCL Institute of Education has been providing first-class teacher education, in partnership with schools and colleges in the London region for over 100 years. Centrally located in London, we are the preferred choice for Master's-level professional development for many classroom practitioners.
Participants are all current practitioners who are interested in the classroom as a focus for professional learning. The mixed-mode approach of the programme takes account of the demanding lives of teachers. This means that the MTeach will be comprised of evening and Saturday face-to-face sessions - an average of three per module - and ongoing online discussions.
The programme provides ongoing support through its tutorial group system. This interactive environment fosters the development of a 'learning community' based on pedagogical and evidence-based practice.
Department: Culture, Communication & Media
Research Excellence Framework (REF)
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Culture, Communication & Media
78% rated 4* (world-leading) or 3* (internationally excellent)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
Application and next steps
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.
Who can apply?
This programme is for qualified and non-qualified education practitioners in all sectors of education who are interested in their own learning for the benefit of their students. Students follow different pathways through the programme depending on their experience and employment status.
- All applicants
- 5 September 2017
For more information see our Applications page.Apply now
What are we looking for?
When we assess your application we would like to learn:
- why you want to study education at graduate level
- what particularly attracts you to the chosen programme
- how your academic and professional background meets the demands of this challenging programme
- where you would like to go professionally with your degree
Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.
With the MTeach specifically, we would like to know how further study would help your understanding of classrooms and develop your professional practice.