The BA (Hons) Education and Training is designed to be appropriate for education and training practitioners across all sectors who want to complete an undergraduate qualification and a suitable progression route for further professional development.
The course is committed to a combination of theoretical analysis and evaluation, critical inquiry, reflective practice and research. The historical, political, economic and social contexts of education and training will be studied. It is hoped to develop the practitioner-as-researcher, both as an autonomous learner and as an active member of peer group inquiry. Assignments will be geared towards academic, professional and personal development.
You may progress to this course from one of the following Foundation Degrees:
Applicants from Foundation Degrees with elements of Education or Training, Management Studies, Psychology, Research Studies (Humanities) or Sociology programmes will be considered on an individual basis.
Duration
One year full-time
Two years part-time
Entry Requirements
- Applicants must have already achieved 120 credits at Level 4 and 120 credits at Level 5 in an Education or Training based area. In practice this usually means a Foundation Degree or equivalent.
- Appropriate professional practice in a teaching and learning environment is desirable, e.g. teaching, training, facilitating, supporting learning, assessing, tutoring, mentoring, coaching or supervising workshops.
- A positive reference from previous course tutor is required.
- A 500 word handwritten statement about your reasons for applying for the BA (Hons) Education and Training programme.
- All applicants will be required to take part in an interview.
Apply Notes
For full-time study apply online at www.ucas.com
UCAS Institution: TRURO
UCAS Institution Code: T85
UCAS Course Code: X300
UCAS Course Title: BA/ET
For part-time study apply direct to Truro and Penwith College.
Download the application form in PDF format
Download the application form in WORD format
Please return the completed application form together with your reference and 500 word handwritten supporting statement to the address shown on the application form.
Awarding Body
Plymouth University
Modules
- Professionalism, Values and Identities in Education and Training
- A History of Educational Theory
- Psychology in Education and Training: A Critical Analysis
- Equality, Diversity and Social Justice in Education
- Dissertation
Methods of Study
Study time for each module divides into thirty hours of formally taught sessions using a variety of individual, small group and whole group teaching with learning methods and strategies such as study set activities, seminars, interactive lectures, discussion, research, using virtual learning environments (VLE), presentations and tutorials.
The study time recommended for each module sixty hours of independent study and five hours of supported study including one-to-one and small group supervisory tutorials.
The Future
Graduates may progress to Initial Teacher Training courses inlcuding the PGCE, SCITT or GTTP. Progression is also possible to the Masters in Education (International Masters Programme) at Plymouth University.
Extra Information
Educational aims of the programme:
• To critically analyse the diverse and complex changes that are occurring in the fields of education and training
• To analyse the political, economic, and social context in which these changes are taking place
• To stimulate cumulative and informed reflection on the practice of teachers, trainers and those supporting learning
• To encourage study related to a programme member’s interests, needs and professional development
• To support dialogue with a wide culture of practitioners within a framework of critical inquiry
• To encourage the development of advanced communication skills
• To develop knowledge of the various theoretical perspectives that can be used to illuminate developments in education and training
Types of learning activity to enable outcomes to be achieved:
• The teaching, learning and assessment strategies include the commitment to reflective practice, reflexivity and a strong professional value-base.
• Student-centred learning, critical enquiry, praxis and learner autonomy are all encompassed within these. The following learning activities provide opportunities to fulfil the strategy:
Taught sessions
• The sessions are led by a team of tutors whose involvement has been supported through the Approval process, and will include guest speakers as required in specialist areas
• Sessions incorporate theory, professional practice, professional values and study skills activities
• Group discussions, where students can develop a critical and reflexive approach to the theory of knowledge and learning, form a central part of these sessions
Independent Reading and Research
The expectation is that students will be pro-active learners who are individually and collaboratively engaged in developing their academic skills and their subject knowledge for each area of the module.
• Students have to complete independent research inquiries and ‘data collection and analysis’ is one of the five assessment tasks
• Independent study modules and independent research for the Dissertation are key aspects of the Level 6 work
Tutorials on Professional Practice Portfolios
• Tutorials are led by one of the module tutors
• Portfolios facilitate the exploration of self, values, theory, socio-political contexts, learning cultures, assessment and curricula
• Portfolios enable students to detail evidence of key graduate attributes and skills
• Portfolios are self and peer assessed
Peer Study Groups
These groups are a very important part of the learning activity where professional practitioners from diverse backgrounds and subject areas can learn with and support each other.
• Peer study groups meet regularly, with or without the tutor
• Peer study groups engage in electronic discussion forums
• Peer study groups encourage feedback, critical reflection, confidence building, innovation and risk taking, e.g. through seminars and portfolio development
• Peer study groups encourage the critical analysis of theory
Peer Group Seminars
• Peer group seminars encourage self and peer assessment
• Peer group seminars encourage peer feedback, critical reflection, confidence building, innovation and risk taking
• Peer group seminars facilitate critical thinking and critical analysis
• Peer group seminars facilitate the exploration of subject areas and theories of knowledge and learning
Electronic Learning
• All students are encouraged to use the BA virtual learning sites (Moodle and the Plymouth Portal) and to share documents and appropriate websites electronically
• All students are encouraged to use electronic journals and guidance is given on accessing those available through the college e-libraries and the university portal
Tutors will provide support for
• All the above learning activities
• Formative and summative feedback on all submitted work
• Introduction to appropriate reading sources and resources
• Guidance on academic and career progression
Higher Education Department
Telephone: 01872 267122
Truro College
College Road
Truro
Cornwall
TR1 3XX
