Professional Practice (Teaching and Learning) MSc is a transdisciplinary programme for qualified teachers who want to develop and enhance their practice at postgraduate level.
The programme offers you the opportunity to attain academic recognition for the skills, knowledge and experience that you have developed in the workplace whilst focusing on a specific area of practice relevant to your work and enhance career progression.
You explore your profession further and consider the professional challenges associated within your specific area of practice, with modules that have been designed to help you review and analyse the current debates relevant to the professional context in which you are working.
The Centre for Professional Practice (CPP)
The Centre for Professional Practice is a transdisciplinary academic department focused on flexible work-related learning within higher education. The Centre is founded on the belief that employers can benefit from the University of Kent’s academic and research excellence, quality teaching, design and development activities to create positive change and to forge new knowledge within their organisation.
We work with a wide range of external partners and employers to create distinct and original work-based and work-related developmental and educational solutions, which respond to the unique workforce challenges experienced by employees and organisations across the region and beyond.
The Centre’s programmes are designed to enhance career progression and foster intellectual and professional development and practice.
Kent is ranked 22nd in The Guardian University Guide 2018 and 25th in The Complete University Guide 2018.
Kent was awarded gold, the highest rating, in the UK Government’s Teaching Excellence Framework*
*The University of Kent's Statement of Findings can be found here
This flexible programme has been designed to encourage you to think more deeply about the challenges associated with your professional practice while enabling you to tailor your degree to your particular interests and career aspirations. The programme is both academic and practical in its orientation: it aims to improve professional skills alongside those of academic analysis, synthesis and criticality.
Core modules are taught on campus or at a Medway Partnership School via a series of extended weekend sessions.
The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year.
Stage 1: (Year One)
- Learning and Development in Organisations (30 credits)
- Evidence-Based Practice (15 credits)
- Inter-professional Working (15 credits)
Stage 2: (Year Two)
In Stage 2 you also take modules specific to the Teaching and Learning pathway of the Professional Practice programme delivered at a Medway partnership school:
- Research Skills (15 credits)
- A Thinking School: Transforming Learning (30 credits)
- Addressing Barriers to Learning (15 credits)
Stage 3: (Year Three)
- Dissertation (60 credits)
Taught sessions are delivered in a welcoming, supportive and flexible academic environment, by an academic team with extensive professional practitioner experience. They are experienced in delivering work-related programmes and understand the constraints of balancing a career with the demands of higher education.
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WL813 - Evidence Based Practice
Here, you focus on promoting the skills of the professional practitioner to become and effective user of research findings with a view to the enhancement of quality service outcomes, Sessions concentrate on the analysis of literature in order to inform evidence-based practice. You become familiar with critical appraisal tools and statistics principles used to analyse data. The module culminates in a forum designed to promote dialogue regarding the extent of external evidence based from systematic research and how this can be applied to improve outcomes within your area of professional practice.Read more
WL814 - Inter-Professional Working
This module raised awareness about collaborative working as an increasingly important part of workplace culture. You focus on collaborative working through a journey of examination, discussion and reflection on emerging collaborative practices. The role of research in, and its impact on, interdisciplinary and collaborative working is also explored. The overall theme of the module stresses the importance of building on experiential learning when working together with others, while developing critical perspectives on project management and leadership in an inter-professional context.Read more
WL815 - Learning and Development
In this module you explore, develop and demonstrate competency in personal and professional learning and development planning. Drawing on a range of reflective models and frameworks, you explore ways of achieving high-quality ethical and professional learning and development planning within the workplace. You gain knowledge, skills and the necessary competencies to contribute to the learning and development needs of a given organisation. Action learning sets provide you with the opportunity to demonstrate the skills required for developing learning and development strategies related to professional and organisational development.Read more
WL817 - Research Skills
As an evidence-based approach to professional working increases throughout organisations, there is a need for professionals to analyse critically within their own practice. This module prepares you to take part in research related to your own workplace and supports you to develop the skills to enable this process. You critically analyse research methodology and appraise the ever-increasing body of literature to enable an evidence-based approach to enhance professional effectiveness. There is the opportunity to develop a research proposal relevant to the workplace and use the project to develop skills in accessing literature databases and the internet, as well as critically assessing the limitations and appropriateness of research findings and methodologies.Read more
WL816 - Work Related Project and Dissertation
The purpose of the dissertation is to critically examine, in depth, a research question relevant to the participant's practice. This should be supported by a critical review of the literature, a statement of the methods, an analysis of the data and an extended discussion of the findings.
During the taught sessions the lecturers will outline and confirm key features and structure of the final Dissertation, establish the support structures available to students during the module. Action learning sets will be used for students to deliver, and receive feedback on, a confirmed outline of their final project plans, prior to commencing work.
The project and Dissertation will usually be based on the project detailed in the (WL 817) Research Skills module. For the Dissertation, every student will be allocated an academic supervisor. Students should work with their allocated academic supervisor for the duration of the Dissertation to ensure that their work is completed to meet the submission deadline. Students should direct the work and initiate contact with their supervisor. Projects will only be permitted to proceed subject to prior consultation with the academic team and any necessary ethical approval and, where appropriate, employing organisation permission.
Full details of the requirements for the Dissertation will be provided in the 'Student and Supervisors Handbook Guide issued during the taught session. Projects will only be permitted to proceed subject to, where appropriate, prior consideration and approval by the CPP Ethics Committee and, where necessary a NHS (other organisation) Ethics Committee.Read more
Teaching and Assessment
As the prime objective is to enhance professional practice applied within the workplace, you will be expected to demonstrate an appropriate level of conceptual and analytical skills.
All assessment and prepartory tasks are designed to allow you to develop expertise in the application of professional practice within the context of your work and specialist subject area.
Assessments can be through:
- oral presentations
- written assignments
- work-based projects
- portfolio assessments
In Stage 3 you complete a dissertation of 10,000-12,000 words.
This programme aims to:
- foster the intellectual and professional development of experienced practitioners to extend and deepen their analytical and critical reasoning capabilities underpinning practice-based learning
- develop experienced practitioners' competence in applying theoretical and practice skills to advance change and leadership in organisations
- equip experienced practitioners with the knowledge and understanding to enhance and extend their professional practice experience through work-based learning.
- enable you to develop your skills in higher-level reflection in relation to work-based practice
- provide experienced practitioners with interdisciplinary perspectives on professional practice through collaborative inter/multidisciplinary exchange
- develop the critical and analytical capabilities of experienced practitioners in relation to project management, data analysis and interpretation of data
- provide supervision for advanced practitioner-centred research that builds a culture of critical evaluation and enquiry in the practice environment
- equip experienced practitioners for their role in challenging, questioning and realigning strategies for work-based practice
- develop practitioners who actively participate in shaping strategic organisational interests
- develop opportunities for self-directed learning and reflection
- enable experienced practitioners from a diverse range of educational backgrounds to access and participate in learning that seeks to capture reflection on experience gained in everyday organisational practice
- enhance the experienced practitioner’s programme of personal development.
Knowledge and understanding
You gain knowledge and understanding of:
- experiential learning: theory, concepts and how they apply to practice
- reflection on learning, leadership styles and approaches gained through practice
- principles of strategic decision making in organisations
- principles and practice involved in inter-professional working
- reflective evaluation in relation to theoretical methodological frameworks
- practice-based research and enquiry
- principles of theory testing in practice in relation to enhancing and developing practice
- project management skills
- professional knowledge in your special area of practice
- your professional profile in relation to current practice that informs into personal career plans.
You develop intellectual skills in the following:
- to present critical, analytical reasoning and experiential learning in organised, written and oral formats
- the critical analysis of case studies
- to engage in experiential learning that demonstrably enhances practice
- the ability to develop a reflective professional portfolio
- the design and implementation of a programme of practice-based enquiry
- collecting and analysing qualitative or quantitative data from experiential learning to inform evidence-based enquiry
- designing, implementing, analysing and presenting a substantial research project (the dissertation).
You gain subject-specific skills in the following:
- engaging with members of multidisciplinary teams
- leading strategic operational planning for organisations
- the ability to demonstrate an in-depth understanding of change management
- presenting evidence-based practice
- methodologies for evaluating analysing and appraising organisational practice.
You gain transferable skills in the following:
- report writing
- reflection on experiential learning
- effective use of skills related to experiential learning in a practice setting to establish a future personal plan within the context of professional development
- independent learning skills required for continuing professional development.
Building on Kent’s success as the region’s leading institution for student employability, we offer many opportunities for you to develop the specific skills and aptitudes that employers will value.
A postgraduate degree in professional practice is a particularly valuable and flexible qualification that can open the door to exciting careers in many professions. Our graduates have gone on to work as head teachers, subject leads and head of departments. Most recent graduates have gone on to work at Rochester Grammar School, Chatham Grammar School for Boys and the University of Kent.
The Centre recognises and understands the individual needs of working professionals, who participate as non-traditional part-time learners, and the balance required between study and the specific areas within which they operate. Our flexible programmes of study provide inclusive and coherent educational and work-related opportunities, which provide you with the opportunity to study either individual modules or to work towards a postgraduate certificate, diploma or Master’s degree. Taught sessions are delivered in a welcoming, supportive and flexible academic environment, by an academic team with extensive professional practitioner experience.
Our staff have a wealth of experience and knowledge in designing and delivering work-related programmes, providing valuable contributions to the design, development and delivery of current professional practice programmes. With strong links to local and national employers, the Centre is able to ensure that its programmes are contemporary.
The Centre is also responsible for developing and accrediting postgraduate training courses delivered by NHS Health Education Kent, Surrey and Sussex (Postgraduate Dental Deanery), Kent Community Health NHS Trust and the New Horizons Teaching School Alliance, with whom the University of Kent has close working relationships.
Continuing professional development (CPD) courses
We offer a number of CPD courses in evidence-based practice, research skills, collaborative and inter-professional working. You can obtain further information about these programmes from the Centre.
Dynamic publishing culture
Staff publish regularly and widely in journals, conference proceedings and books, both nationally and internationally.
Global Skills Award
All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme. The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.
Applicants are normally required to have a minimum of two years’ professional experience and hold an undergraduate degree, in addition to a teaching qualification.
If you do not hold the required entry qualification(s) but believe that you would be able to participate in this programme and have the potential to work at Master's level please contact us.
All applicants are considered on an individual basis and additional qualifications, and professional qualifications and experience will also be taken into account when considering applications.
Please see our International Student website for entry requirements by country and other relevant information for your country.
English language entry requirements
The University requires all non-native speakers of English to reach a minimum standard of proficiency in written and spoken English before beginning a postgraduate degree. Certain subjects require a higher level.
For detailed information see our English language requirements web pages.
Need help with English?
Please note that if you are required to meet an English language condition, we offer a number of pre-sessional courses in English for Academic Purposes through Kent International Pathways.
In the Research Excellence Framework 2014, Kent was ranked 17th in the UK for research intensity. We have world-leading research in all subjects and 97% of our research is deemed to be of international quality. With programmes of study that are informed by research, our students are able to develop skills and knowledge relevant to contemporary issues.
Current research areas include:
- power dynamics
- experiential learning
- reflective practice
- communities of practice.
Staff research interests
Full details of staff research interests can be found on the School's website.
Tania Hopper: Programme Director, Professional Practice
Power dynamics and power relationships within educational and organisational environments.
Debbie Reed: Head of Centre and Senior Lecturer
Dental communities of practice and teamworking; dental work force development and education; reflective practice; professionalisation.View Profile
Dr Trevor Welland: Lecturer in Professional Practice
Occupational socialization; Higher Education; learning and work; social policy analysis and evaluation; research ethics; teaching and learning in HE; Cultural politics and social inequalities- gender/sexualities
Dr Claire Parkin: Lecturer in Professional Practice (Health) Director of Health Programmes
Higher Education field: Evidence-Based Practice. Quantitative Methodology. Use of Technology in HE.
Bioengineering Field: Respiratory physiology, fluid dynamics, thoracic drainage. Clinical field: ITU, cardiothoracics, septic shock.View Profile
Dr Mike Nicholls: Honorary Senior Lecturer
Design and development of new curricula and methods of delivery; negotiated, work-based and practice-based learning; ‘graduateness’ as a transferable skill; public understanding of the natural world; conservation education; public education in zoos; raptor biology.
The 2018/19 annual tuition fees for this programme are:
|Professional Practice (Teaching and Learning) - MSc at Medway:|
For students continuing on this programme fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* If you are uncertain about your fee status please contact email@example.com
General additional costs
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