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Throughout the 2020-21 academic year, we will be adapting the way we teach and assess your modules in line with government guidance on social distancing and other protective measures in response to Coronavirus. Teaching will vary between online and on-campus delivery through the year, and you should read guidance from the academic department for details of how this will work for a particular module. You can find out more about the University’s overall response to Coronavirus at: https://warwick.ac.uk/coronavirus.

EQ941-30 Teachers and Teaching: International Evidence, Practice and Policy

Academic year
20/21
Department
Centre for Education Studies
Level
Taught Postgraduate Level
Module leader
Rebecca Morris
Credit value
30
Module duration
10 weeks
Assessment
100% coursework
Study location
University of Warwick main campus, Coventry
Introductory description

Teachers matter: they are an integral part to every education system around the world. Teachers have the power to shape young people’s lives and crucially, teacher quality matters more to student achievement than any other aspect of schooling (Hattie, 2015; Muijs and Reynolds, 2014). The proposed module will provide MA students with valuable insights in to the teaching profession, the debates around different pedagogical approaches and system-level policies that relate to teachers and teaching. It will provide students with the opportunity to critically engage with evidence, policy and practice on the teaching and the teacher workforce, and will present a strong foundation for understanding some of the key issues underpinning education systems in the UK and abroad.

Module web page

Module aims

The module will provide an introduction to evidence, policy and practice on the teaching profession, the role of teachers, their impact, and the wider social and educational policy relating to teaching and education. Students will develop their knowledge of the potential impact of teachers and the role of the profession more widely. They will examine perspectives on teaching from individual, local, regional and national levels.

The module will introduce students to some of the seminal research on teachers and teaching, and will use this evidence to understand what is currently known about teacher quality, teacher preparation, evaluation, pedagogy, and teacher-related outcomes.

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

This module will cover a broad range of topics relating to teachers and teaching. These include: the role of teachers and approaches pedagogy; teacher quality and effectiveness; teacher recruitment and retention; teacher preparation; evaluation of teachers and teaching; professional development; and the role of teachers on wider outcomes. The module will draw upon examples and evidence from the UK and international settings.

The module will include two summative assessments (one x 2000 word essay and one x 3000 word essay) plus a compulsory formative assessment in the form of an oral poster presentation based upon preparation for the second assignment.

Presentations linked to assignment. Review and reflection of the module so far.

The role of teachers beyond academic outcomes

Synthesising the module and making links to other learning on the course

Assignment planning and preparation

Learning outcomes

By the end of the module, students should be able to:

  • To understand what is known about the impact that teachers can have on students' academic and wider outcomes.
  • To examine and critically evaluate the available research evidence on teachers and teaching.
  • To know and understand about different teaching-related policies and practices from around the world.
Indicative reading list

Allen, R. and Sims, S., 2018. Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools. Oxford Review of Education, 44(4), pp.441-458.
Allen, R. and Sims, S., 2018. The Teacher Gap: Why great teachers matter and how to get the best out of them. Routledge.
Coe, R., Aloisi, C., Higgins, S. and Major, L.E., 2014. What makes great teaching? Review of the underpinning research.
Darling-Hammond, L., 2017. Teacher education around the world: What can we learn from international practice?. European Journal of Teacher Education, 40(3), pp.291-309.
Davis, A., 2018. Evidence-based approaches to education: Direct instruction, anyone?. Management in Education, 32(3), pp.135-138.
Feng, L. and Sass, T.R., 2017. Teacher quality and teacher mobility. Education Finance and Policy, 12(3), pp.396-418.
Gershenson, S., 2016. Linking teacher quality, student attendance, and student achievement. Education Finance and Policy, 11(2), pp.125-149.
Gorard, S., 2013. What difference do teachers make? A consideration of the wider outcomes of schooling. Irish Educational Studies, 32(1), pp.69-82.
Hargreaves, A. and Woods, P., 2019. Classrooms and staffrooms: The sociology of teachers and teaching. Routledge.
Hanushek, E.A., Piopiunik, M. and Wiederhold, S., 2019. Do Smarter Teachers Make SMARTER STUDENTS? International Evidence on Teacher Cognitive Skills and Student Performance. Education Next, 19(2), pp.56-65.
Jerrim, J. and Sims, S., 2019. The Teaching and Learning International Survey (TALIS) 2018: June 2019.
Kane, T.J. and Staiger, D.O., 2012. Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Research Paper. MET Project. Bill & Melinda Gates Foundation.
Kraft, M.A., Blazar, D. and Hogan, D., 2018. The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of educational research, 88(4), pp.547-588.
Muijs, D., Reynolds, D. and Kyriakides, L., 2015. The scientific properties of teacher effects/effective teaching processes. In The Routledge International Handbook of Educational Effectiveness and Improvement (pp. 132-155). Routledge.
Sibieta, L., 2018. The teacher labour market in England: Shortages, subject expertise and incentives.
Stockard, J., Wood, T.W., Coughlin, C. and Rasplica Khoury, C., 2018. The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), pp.479-507.
Vagi, R., Pivovarova, M. and Barnard, W., 2019. Dynamics of preservice teacher quality. Teaching and Teacher Education, 85, pp.13-23.
van Leeuwen, A. and Janssen, J., 2019. A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review.
Wiliam, D., 2010, March. Teacher quality: why it matters, and how to get more of it. In Spectator ‘Schools Revolution’conference (March). Available: http:/www. dylanwiliam. org/Dylan_Wiliams_website/Welcome. html.

View reading list on Talis Aspire

Research element

This module focuses more on students' understanding of existing research as a core feature. Students will be taught how to read and interpret different kinds of research, and links will be made with students' FRM and dissertation modules where relevant.

Interdisciplinary

The module will draw from different disciplines and perspectives, including economics, sociology, psychology, geography, organisation studies, and policy studies.

International

The module will draw upon research and evidence from countries around the globe. International comparisons (e.g. on teacher quality, recruitment and retention issues) will be made where appropriate. For the second assignment, students will be encouraged to select an area relating to teaching that is of interest to them and relate it to a specific context (they will be welcome to choose a context familiar to them e.g. their home country or an alternative that they wish to explore).

Subject specific skills
  1. Knowledge and understanding of education research from around the globe
  2. Knowledge and understanding of education/social policy.
  3. Understanding how to examine research and evidence relating to teachers, teaching and education more broadly.
  4. Exploring and developing own and others' pedagogical skills.
Transferable skills
  1. Critical engagement with research evidence, methods and analysis (including both qualitative and quantitative data)
  2. Understanding of different academic disciplines.
  3. Reading of extended and complex texts.
  4. Academic writing skills.
  5. Group work and collaboration.
  6. Oral presentation skills.
  7. Evaluation and providing useful feedback

Study time

Type Required
Lectures 10 sessions of 1 hour (3%)
Seminars 10 sessions of 2 hours (7%)
Private study 170 hours (57%)
Assessment 100 hours (33%)
Total 300 hours
Private study description

Students will be provided with comprehensive reading lists for independent study. Pre-seminar materials and task and post-seminar activities and reading will all be provided via Moodle and during contact time. Students will be expected to undertake considerable independent/private student both for the seminars and for assignment preparation. There will also be collaborative tasks set in order to prepare for taught sessions.

Costs

No further costs have been identified for this module.

You must pass all assessment components to pass the module.

Assessment group A
Weighting Study time
Critically evaluate one journal article which reports recent research on teachers/teaching 40% 40 hours

Students will be provided with five different articles linked to topics in the earlier half of the module. They will be asked to select one of these and provide a critical appraisal of the reported study. This will require them to engage with the topic/content of the study as well as the methodological approaches used to examine it. This early assignment will be submitted during Week 7 of the term, with a view to them receiving feedback prior to other assignment submissions later in the term.

Choose a policy relating to teachers and teaching and examine its implementation within a chosen context. 60% 60 hours

Students are asked to select an area of interest in relation to teachers and teaching (based upon learning from the module), and choose a policy relating to this area. The policy can be on a school, local or national level, and can exist within any country context. Students will then complete a literature review, demonstrating their understanding and critical evaluation of the existing theoretical, research evidence and policy work in this area. Using this knowledge, they will then consider how the policy is/could be implemented within a chosen context (e.g. within a different area, country). Using existing evidence on impact and their understanding of the challenges/opportunities presented by their policy area, they will present recommendations/conclusions on this issue, indicating their ability to use and apply research and evidence.

Feedback on assessment

Peer feedback on assignment preparation presentations
Individual/group tutorials on assignment preparation
Individual student feedback through Tabula (and tutorials for Assignment 1 feedback - linking to Assignment 2 preparation).

Courses

This module is Optional for:

  • Year 1 of RIEA-X3X8 Postgraduate Research Doctorate in Education
  • TIEA-X30F Postgraduate Taught Childhood in Society
    • Year 1 of X3F1 Childhood in Society by Dissertation
    • Year 1 of X3F2 Childhood in Society by Dissertation (NPQICL)
    • Year 1 of X3F3 Childhood in Society by Professional Route (NPQICL)
    • Year 2 of X3F1 Childhood in Society by Dissertation
    • Year 2 of X3F2 Childhood in Society by Dissertation (NPQICL)
    • Year 2 of X3F3 Childhood in Society by Professional Route (NPQICL)
  • Year 1 of TEQA-X35Q Postgraduate Taught Education (Full-time)
  • TEQA-X35R Postgraduate Taught Education (Part-time - 2 year)
    • Year 1 of X35R Education (Part-time - 2 years)
    • Year 2 of X35R Education (Part-time - 2 years)
  • TIEA-X31L Postgraduate Taught Educational Innovation
    • Year 1 of X31L Educational Innovation
    • Year 1 of XL20 Educational Innovation (Early Years)
    • Year 1 of XL19 Educational Innovation (PGCE/MA)
    • Year 1 of XL01 Educational Innovation with Specialism in Affective Education
    • Year 1 of XL02 Educational Innovation with Specialism in Assessment
    • Year 1 of XL03 Educational Innovation with Specialism in Business
    • Year 1 of XL04 Educational Innovation with Specialism in Childhood
    • Year 1 of XL05 Educational Innovation with Specialism in Drama
    • Year 1 of XL06 Educational Innovation with Specialism in English
    • Year 1 of XL12 Educational Innovation with Specialism in Foreign Language Teaching
    • Year 1 of XL07 Educational Innovation with Specialism in Further Education
    • Year 1 of XL08 Educational Innovation with Specialism in History
    • Year 1 of XL14 Educational Innovation with Specialism in Language and Literacy
    • Year 1 of XL09 Educational Innovation with Specialism in Leadership
    • Year 1 of XL10 Educational Innovation with Specialism in Mathematics
    • Year 1 of XL11 Educational Innovation with Specialism in Mentoring and Coaching
    • Year 1 of XL13 Educational Innovation with Specialism in New Technology
    • Year 1 of XL15 Educational Innovation with Specialism in Primary Education
    • Year 1 of XL16 Educational Innovation with Specialism in Religious Education
    • Year 1 of XL17 Educational Innovation with Specialism in Science
    • Year 1 of XL18 Educational Innovation with Specialism in Special Educational Needs
    • Year 2 of X31L Educational Innovation
    • Year 2 of XL20 Educational Innovation (Early Years)
    • Year 2 of XL19 Educational Innovation (PGCE/MA)
    • Year 2 of XL01 Educational Innovation with Specialism in Affective Education
    • Year 2 of XL02 Educational Innovation with Specialism in Assessment
    • Year 2 of XL03 Educational Innovation with Specialism in Business
    • Year 2 of XL04 Educational Innovation with Specialism in Childhood
    • Year 2 of XL05 Educational Innovation with Specialism in Drama
    • Year 2 of XL06 Educational Innovation with Specialism in English
    • Year 2 of XL12 Educational Innovation with Specialism in Foreign Language Teaching
    • Year 2 of XL07 Educational Innovation with Specialism in Further Education
    • Year 2 of XL08 Educational Innovation with Specialism in History
    • Year 2 of XL14 Educational Innovation with Specialism in Language and Literacy
    • Year 2 of XL09 Educational Innovation with Specialism in Leadership
    • Year 2 of XL10 Educational Innovation with Specialism in Mathematics
    • Year 2 of XL11 Educational Innovation with Specialism in Mentoring and Coaching
    • Year 2 of XL13 Educational Innovation with Specialism in New Technology
    • Year 2 of XL15 Educational Innovation with Specialism in Primary Education
    • Year 2 of XL16 Educational Innovation with Specialism in Religious Education
    • Year 2 of XL17 Educational Innovation with Specialism in Science
    • Year 2 of XL18 Educational Innovation with Specialism in Special Educational Needs
    • Year 3 of X31L Educational Innovation
  • TIEA-X31M Postgraduate Taught Educational Leadership and Management
    • Year 1 of X31M Educational Leadership and Management
    • Year 1 of X3M6 Educational Leadership and Management (KLC II)
    • Year 1 of X3M1 Educational Leadership and Management by Dissertation
    • Year 1 of X3M2 Educational Leadership and Management by Professional Route
    • Year 1 of X3M3 Educational Leadership and Management by Professional Route (SSAT)
    • Year 1 of X3M5 Educational Leadership and Management by Professional Route (School Networks)
    • Year 1 of X3M4 Educational Leadership and Management by Professional Route (UCST)
    • Year 2 of X31M Educational Leadership and Management
    • Year 2 of X3M6 Educational Leadership and Management (KLC II)
    • Year 2 of X3M1 Educational Leadership and Management by Dissertation
    • Year 2 of X3M2 Educational Leadership and Management by Professional Route
    • Year 2 of X3M3 Educational Leadership and Management by Professional Route (SSAT)
    • Year 2 of X3M5 Educational Leadership and Management by Professional Route (School Networks)
    • Year 2 of X3M4 Educational Leadership and Management by Professional Route (UCST)
  • TEQS-X3AN Postgraduate Taught Global Education and International Development
    • Year 1 of X3AN Global Education and International Development
    • Year 2 of X3AN Global Education and International Development
  • TEQA-C8X3 Postgraduate Taught Psychology and Education
    • Year 1 of C8X3 Psychology and Education
    • Year 2 of C8X3 Psychology and Education
  • TEQA-C8X4 Postgraduate Taught Psychology and Education
    • Year 1 of C8X4 Psychology and Education
    • Year 2 of C8X4 Psychology and Education
  • Year 1 of TEQA-X3V7 Postgraduate Taught in Islamic Education: Theory and Practice (Full-time)
  • TEQA-X3V9 Postgraduate Taught in Islamic Education: Theory and Practice (Part-time - 2 years)
    • Year 1 of X3V9 Islamic Education: Theory and Practice (Part-time - 2 years)
    • Year 2 of X3V9 Islamic Education: Theory and Practice (Part-time - 2 years)
  • TEQA-X3V5 Postgraduate Taught in Islamic Education: Theory and Practice (Part-time - 3 years)
    • Year 1 of X3V5 Islamic Education: Theory and Practice (Part-time - 3 years)
    • Year 2 of X3V5 Islamic Education: Theory and Practice (Part-time - 3 years)
  • Any other PGT course with the approval of the Course Leader
  • TEQA-X35S
  • TEQA-X35S