In 2019, when the Universities Council for the Education of Teachers suggested that all teachers should undertake a relevant master’s degree, people scoffed. Would overworked teachers be forced into taking on a master’s for which they lacked the time and, potentially, interest?
The advantages of pursuing an MA in education may seem obvious. Seeking to explore a particular aspect of teaching or management in greater depth? Anticipating questions about current pedagogical trends for future interviews? The whole-school project that demonstrates your initiative and communication skills? These are all excellent reasons for setting aside a year or two for an MEd.
However, others may choose a different field of study: one that is more closely related to their original academic interests, or that contributes to a portfolio career in which teaching only plays one part.
A year ago, I became a part-time postgraduate researcher at Queen Mary University of London, focusing on the Polish armed forces in the UK during the Second World War. On the surface, this has nothing to do with teaching, but as a teacher of politics and history, it has had a huge impact on my students.
My research has given me greater confidence in delivering aspects of the Year 10 international relations course and adding content to our Year 7 unit on immigration and family identity. Polish remains the second most commonly spoken language in the UK. Other schools have also asked me to help them develop schemes of work, with an eye to building diversity into their history curricula.
I’ve built up a network of contacts and, as a result, academics and others working in the field of history come into school to speak to our students, not only about their research, but also the different paths taken in pursuit of their interests. As a mature student, I also have a much better understanding of how universities operate and the support in place for students, rather than falling back on fading memories.
From a personal perspective, I have never been busier, but I have also never been happier. The intellectual stimulation is intense; I have a new sense of purpose and achievement. I have left my comfort zone to address adult audiences at the Chelsea History Festival, record podcasts and write for publication. The skills we develop as teachers are extremely transferable: communicating knowledge, working under pressure, time management.
But the pitfalls are also significant. Covid has restricted access to libraries, while the nature of teaching means that time cannot readily be taken off for seminars. The time factor, moreover, is inescapable. I should be spending approximately 15 hours a week on my research, and this can easily be thrown out during a week of after-school meetings or report-writing. My research schedule is broken down by half terms, with the holidays presenting a precious chance to work in a concentrated block. Throw in children and a partner, and a lot of forward planning, negotiation and kindness is required on all parts.
Timing is also crucial. I couldn’t have done this when my children were very small, or when I had recently joined my school. Given the sacrifices involved, I am also not sure I could have undertaken something to which I was not thoroughly committed. If finances allow, giving teachers the freedom to choose which course of study they want to follow is important. We are constantly reflecting on our own areas for development and interests, and this was reflected in the choice of courses: from an aspiring head who completed an MBA focusing on change management from a business rather than educational perspective, to a Sendco exploring teacher-led intervention to support mental health for children with SEND.
A master’s in education: four things to consider
There are clear benefits, both professionally and personally, from pursuing further study, but it does require significant commitment. Here’s my advice to anyone who is considering applying for a master’s degree.
Be confident
If the idea of returning to research is a source of concern, do find reassurance in the fact that, as teachers, we have developed a huge range of valuable skills. We have high professional and ethical standards, we reflect on our own practice, we manage our time effectively, we meet deadlines, we communicate on a daily basis to a range of audiences, and we can write and present in an engaging and accessible manner. Whole training seminars in my first year of study were focused on developing exactly those skills: you already have an advantage.
Research, research, research
Research your course carefully and think about which one will best support your career aspirations, and crucially, keep you interested. How will the course be delivered - online or in-person? At what time of day will seminars take place? How many opportunities will you have to meet with fellow students? How easy is it to access resources? How much care has been taken with preparing the resources, and how much contact and feedback can you expect from a tutor? I once completed an MEd module that consisted of five-year-old Moodle slides and received no feedback at all on my draft dissertation - not all courses are equal. Speak to other members of staff for recommendations.
Be aware of the finances
The tuition fees can be eye-watering. Thankfully, there are several options available to lessen the pain, and some courses now have their costs covered through the apprenticeship levy, for example. Speak to your senior leadership team, both to inform them of your plans and also because they may be able to direct you to sources of funding or career development loans. Most of these options, however, will depend on you choosing a course with direct relevance to your classroom practice or career development. More independent choices may well have to be self-funded, which does at least mean that you are not answerable to anyone else for your choice of course, but also that you have greater freedom to suspend or abandon your studies if life intervenes, as it so often does.
Be kind to yourself
My second supervisor recently told me that guilt is a very common emotion among PhD students, based on the belief that we are not devoting enough time to our studies. As a teacher, I feel I already have at least an A level in guilt and professional angst. Be realistic in how much mental resilience and time you currently have to set aside for further study, and think forward a year or so if you are likely to be taking on a new role or moving school. Don’t break yourself.
On the other hand, actively choosing a course of further study and returning to research and writing can be hugely uplifting from a mental health perspective. Many PhD students, in particular, have discussed the sense of direction and purpose derived from their research as having had a significant impact on improving their depression, for example. The greater status, the intellectual stimulation and the wider network of contacts are all incredibly positive features of further research. This may be one of those times when you have to ask not what you can do for your school, but what you can do for yourself.
Jenny Grant is the head of history and politics at Bromley High School GDST and a postgraduate Researcher at QMUL. She tweets @SilenceinPolish
