MA Educational Leadership

Fees for entry in 2027 have not yet been set. For reference, the fees for the academic year beginning September 2026 were as follows:

• MA (full-time)
  UK students (per annum): £13,700
  International, including EU, students (per annum): £29,400

The fees quoted above are fully inclusive of tuition, administration and computational costs.

Fees for entry are subject to yearly review. The University reserves the right to increase your tuition fee by up to 7% each year for courses lasting more than one year, including to reflect rising costs associated with delivering our educational and wider student experience. Postgraduate fees information .

Always contact the admissions team if you are unsure which fee applies to your qualification award and method of attendance.

International student CAS deposit

Self-funded international applicants are required to pay a deposit of £2500 towards their tuition fees before a confirmation of acceptance for studies (CAS) is issued. Some applicants will be required to pay a higher deposit. More information on tuition fee deposits .

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

We know that student finance can be complicated. The links below provide further information to help guide you.

• Learn more about - student finance options for UK students .
• Learn more about - fees and finance for international students .
• Graduates of The University of Manchester and Manchester Metropolitan University can receive a 10% discount on their master's degree tuition fees as part of our Manchester Alumni Loyalty Discount scheme.

The course unit introduces key concepts in teacher education, including distinctions between teacher education, teacher training, and teacher development, as well as competing theoretical models of teacher education. It stimulates understandings of self in relation to professional development, the importance of context in teacher education and of the exploration of such context through reflective practice and action research. The knowledge base of teacher education is debated, along with perspectives on teacher learning in both pre and in-service contexts. Professional development within institutional frameworks is also explored. A series of units cover themes including observation and feedback, language awareness, critical pedagogy, personal learning networks, collaborative teacher development, course design and evaluation

This unit has a pre-requisite of a minimum two years of language teaching experience

The unit aims to:

• initiate, or further develop, professional competence in the area of language teacher education -develop participants’ ability to evaluate and/or provide  training or development opportunities for teachers that are appropriate to local educational contexts;
• develop participants’ skill in critically reflecting on their previous teaching or teacher education experiences, whether as learners, teachers, trainees or trainers, in the light of research, theory, and current areas of debate in language teacher education;
• develop a knowledge and understanding of past and current theories of, and research into, language teacher education and the skills of relating that theory and research to particular teacher education contexts;
• facilitate the continuing theorisation of teacher education praxis.

The course content mixes seminar-type input and small group work in various formats: experiential workshops and reflective tasks, and a variety of demonstration processes; case studies, guided reading, participant-led discussions. Many activities are aimed at providing loop input enabling students to theorise practice in an integrated manner. Participants contribute to and develop their ideas using reflective padlets and discussion fora along with an Ideas Repository in the VLE.

Weeks 9-12 are organised around group-oriented enquiry locating their specific teacher education interests in their particular contexts of practice. Formative feedback, both peer and tutor-led, is built into group- based enquiry sessions as students focus on their assignment projects and is provided to individual students orally through assignment preparation tutorials
 

• demonstrate a research-informed understanding of language teacher learning and development
• Identify what makes for principle-informed teacher education practices
• Identify how the research helps them to determine particular responses to particular contexts and teacher needs at different stages of their career

• Problematise teacher development needs
• demonstrate teacher educator skills in applying knowledge and understanding to the analysis and evaluation of the content and process of specific language teacher education course components and/or materials;
• interact critically with the literature of the field, including its socio-political aspects.
   

• engage in professional self-development activities and facilitate these for others as a teacher educator;
• undertake an analysis of the training and/or development needs of a particular group of trainees or teachers;
• adapt and/or develop appropriate content and processes for course components and/or materials for a particular group of trainees or teachers.

• To draw on their developing  academic and digital  literacy to present their academic work and teacher development materials,  navigate and utilise online tools and resources for study and professional purposes, process information (on- and off-line)
• demonstrate the value of reflection as a tool for professional practice.
• demonstrate autonomy and meta-cognitive strategies with regard to further professional development as teacher educators.
   

Feedback via Turnitin

Core texts
Malderez, A. and Wedell, M. 2007. Teaching teachers: Processes and Practices. London: Continuum
Richards, J.C. and T.S. Farrell (2005). Professional Development for Language Teachers. Cambridge: Cambridge University Press.
Indicative texts
Bailey, K. 2006. Language Teacher Supervision: A case-based approach. Cambridge: CUP 
Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.
Burns, A. & Richards, J. (eds.) (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press.
Edge, J. (2002). Continuing Cooperative Development: A Discourse Framework for Individuals as Colleagues. Ann Arbor: University of Michigan Press.
Edge, J. and Mann, S. Eds. 2013. Innovations in pre-service education and training for English Language Teachers. British Council. Available https://www.teachingenglish.org.uk/sites/teacheng/files/C442_Innovations_PRESETT_FINAL_WEB%20ONLY_v2.pdf 
Farrell, T. (2015) Promoting Teacher Reflection in Second Language Education. London: Routledge
Freeman. D. (2016) Educating Second Language Teachers. Oxford: OUP
Gebhard, J. and R. Oprandy (1999). Language Teaching Awareness: A Guide to Exploring Beliefs and Practices. Cambridge: Cambridge University Press.
Johnson, K. (2009). Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge.
Mann, S. (2005). The language teacher's development. Language Teaching 38: 103-118. http://wrap.warwick.ac.uk/3249/1/WRAP_Mann_State_of__ART.pdf
Richards, J. C. and Farrell, T. S. (2011). Practice Teaching: A reflective approach. Cambridge: CUP
Tedick, D. (ed.) (2005). Second Language Teacher Education: International Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.
Wilson, R. and Poulter, M. (eds) (2015) Assessing Language Teachers’ Professional Skills and Knowledge. Cambridge: CUP