Last updated at 15:03, Friday, 27 June 2008

NEW research suggests that Government plans to make teaching a Masters profession are being welcomed by those in the sector.

The University of Cumbria, in collaboration with ESCalate, launched a research project last September to investigate the value that Masters level credits bring to the teaching profession in the eyes of student teachers, teacher educators, teacher mentors in schools and headteachers.

The research has suggested that 70 per cent of students surveyed feel that studying at Masters Level is a means to better job prospects and 66 per cent feel that it is likely to contribute positively to the practice of teaching.

This research is significant due to Government plans outlined in the Children’s Plan: Building Brighter Futures which states that, ‘to help fulfil our high ambitions for all children, and to boost the status of teaching still further, we now want it to become a masters-level profession.’

Dr Alison Jackson, ESCalate ITE leader at the University of Cumbria, said: “The moves to make teaching a Masters profession will only succeed if those in the profession feel that it will bring a tangible benefit to the quality of teachers produced by the system.

“The results indicate that teachers do believe that it will improve the quality of work and, in turn, increase job prospects in the long term by helping teachers understand why they do what they do and by improving the self-esteem of those entering the profession.”

The research has been conducted in collaboration with the Institute of Education at London University, the Universities of Southampton, Sheffield Hallam, Edge Hill, Huddersfield, Liverpool John Moores, Wolverhampton, Worcester, and the Maryvale Institute, and with the support of the Universities Council for the Education of Teachers (UCET).

First published at 15:58, Wednesday, 25 June 2008
Published by http://www.cumberlandnews.co.uk