The field of educational research sets as objectives to explore notions, theories and trends within the filed, to define and transfer types, characteristics and shared terminology, to describe and utilise methods and techniques of quantitative and qualitative research in a critical manner towards the concrete educational phenomenon. The educational research student, passionate about conducting research, has to immerse him/herself in research projects and research teams and throughout the studies gains reflexive, critical and analytical competencies and the ability to innovate the existing educational practices.
Making use of other disciplines like psychology, anthropology, sociology and philosophy, educational research sets out to conduct its activity in a rigorous and systematic way. Due to the broad base for the methodology of educational research, the results are not always generalizable and have to be interpreted in the context of the used methodology.
In this course you will be introduced to the contexts, theory and practice of alternative schools. This course is very interesting for teacher training students as well as for starting professionals: What kind of teacher do you want to be? You will discover and discuss different views on learning and on the development of children and what this means for the school system in primary and secondary schools.
In this course students will be introduced to the inclusion policy in education in the Netherlands. We provide a historical perspective on this topic and focus on students´ own personal teaching practices related to inclusive education.
This course will provide you with an introduction to systematic methods for conducting reviews of research literature and to the uses of research in policy and practice in a variety of sectors and disciplines.
This module offers participants an opportunity to explore the key principles and theories around coaching and mentoring and provides a safe environment in which to test out and apply these principles, to practice the core skills for effective coach/mentoring and to learn a range of coaching and mentoring models and techniques.
This online module aims to develop greater understanding of, and critical reflection on, the contribution of North-South educational partnerships to building a greater understanding of learning in a global society. It aims to provide educational practitioners with the skills to effectively engage in partnerships and to facilitate the value of mutual learning between practitioners around the world.
This masters-level module, which can also be taken as a stand-alone short course , explores the rationale, nature, implications and challenges of dealing with sensitive and controversial issues in educational settings.
This module will draw on relevant and research critiques to encourage participants to reflect on and critically examine their own practice as educational leaders and managers who make use of and undertake research and make informed judgements about the utility of those different approaches.
This masters-level module, which can also be taken as a stand-alone short course at our London centre, explores aspects of management specific to history and the history curriculum in schools and investigates the context in which historical study operates.
This module examines critically the theoretical orientations which underpin print and non-print language teaching materials designed for a range of contexts. It explores the processes of production and adaptation of materials. The circumstances in which materials design takes place and the criteria for the selection, creation and sequencing of texts and tasks are considered.
This module introduces you to the main approaches and key issues involved in analysing spoken and written discourse.
This masters-level module, which can also be taken as a stand-alone short course. provides an in-depth theoretical perspective on the key constructs of language, culture and identity, and it then seeks to link these theoretical perspectives to the experiences of learning and teaching additional languages.
The participants will learn how to design a course or educational program. In this course we aim to provide the participants with the theoretical rationale, how-to information, and hands-on experiences to systematically design competence-based courses and educational programs. The theoretical basis is provided by the four-component instructional design model (4C/ID), which encompasses problem-based learning (PBL) as well as other task-oriented educational models.