1st in Scotland for Education (The Times Good University Guide and The Guardian University Guide, 2012).
Where can I gain practical and hands-on experience that will allow me to qualify to teach in secondary schools? How can I best support effective learning? How can I ensure that all learners feel valued, safe and included?
Stirling is distinctive among Scottish universities in offering concurrent courses to prospective secondary school teachers. These degree courses enable you to gain a research-informed degree in Professional Education with an appropriate teaching subject (or subjects) for secondary in four years, rather than the traditional five.
These qualifications are recognised throughout the UK and the world. Successfully completing the course enables you to provisionally register in the appropriate sector with the General Teaching Council for Scotland and enter the Scottish probationary scheme.
Accreditation
This course is accredited by the General Teaching Council for Scotland.
Entrance requirements
Year 1
All subjects are BBBB, with the exception of PE which is ABBB. Please note that for 2013 the entry qualifications for certain combinations may increase.
A-levels BBC.
IB Diploma with a total of 32 points.
HNC or HND with Bs in graded units.
Access courses and other UK/EU and international qualificationsare also welcomed.
Year 2
Available only if teaching subject(s) permit this. Year 2 entry with two teaching subjects is rarely available.
Other information
If examinations are taken over two sittings, or there are repeats or upgrades, the entrance requirements may be higher.
General entry requirements apply.
Further requirements
Entry to the professional education course is provisional until the end of Year 1 and subject to interview and a criminal record PVG check, which must be carried out before you undertake teaching practice in schools and micro teaching/link practice.
Possession of a criminal record may preclude you from registration with the General Teaching Council for Scotland and may debar you from proceeding with the ITE course. If you have a criminal record you should contact the Admissions Manager in confidence.
Required subjects
Higher English/ESOL (C), or GCSE English Language and English Literature (C), or SQA Communication 4 and Literature 1.
Some subjects have additional subject requirements — please check individual subject pages
Funding
Modes of study
Full-time study (three modules per semester). Part-time study (one or two modules per semester) in the early stages of the degree.
Teaching placements cannot be undertaken on a part-time basis.
It is very difficult to undertake a professional education degree on a part-time basis.
Course Director
Alternative routes
The University currently has an access programme which permits adult returners to gain entry to various degree studies. The programmes offered by the School of Education are open to applicants who wish to gain entry through this route, and a proportion of our intake is set aside for this. Due to the nature of the degree, and the requirement to have completed modules EDU9E1 and EDU9E2 before progressing onto Year 2 of study, direct access to Year 2 would necessitate a candidate having gained appropriate experience/qualifications elsewhere, generally in a higher education setting.
Find out more
http://www.stir.ac.uk/education
Application procedure
Entry to this degree is highly competitive. Applications received after 15 January will not normally be considered.
Please note that the main focus of this course is on teaching children and you should be able to demonstrate an aptitude for this.
Physical Education
For Physical Education competence across a variety of physical activities should also be displayed (for example, games, dance, gymnastics, swimming). Selectors are likely to give particular consideration to applicants who have outdoor activity experience and/or who have experience in working with children at some level of responsibility (for example, playschemes, coaching).
Degree course
You will usually follow eight semesters (four years) which leads to an Honours degree in the chosen teaching subject(s) and Professional Education. Alternatively, seven semesters (three and a half years) lead either to a General degree, or to a Bachelor's degree in Professional Education. General degree students may only be able to qualify in one teaching subject.
Semesters 1 – 2
You will take the following core modules:
- Education: Purposes, Principles and Practice
- Education: Learning and Teaching
Semesters 3 – 6
You will take a range of core and advanced modules in Education which cover a range of teaching skills in your academic subjects (see subject listings).
You will undertake two school placements, each lasting three to five weeks in January and February between Semesters 3 and 4 and between Semesters 5 and 6 (during vacation). In May/June, at the end of Semester 6, there is an additional four-week placement for Physical Education students and for those taking second teaching subjects.
Semesters 7 – 8
In Semester 7, you have a school placement of 10 or 12 weeks' duration, as well as supplementary taught classes. In the final semester, secondary students return to study their main teaching subject.
Module titles
Year 1
- EDU9E1 - Education: Purposes, Principles, Practice
- EDU9E2 - Education: Learning and Teaching
Year 2
- EDU9E3 - Pedagogy I: The Nature of Learning and Teaching
- EDU9A0 - School Experience (placement)
- EDU9E4 - Pedagogy II: Differentiation, Assessment and Progression
Year 3
- EDU9E5 - Pedagogy Across the Curriculum
- EDU9AP - School Experience (placement)
- EDU9E6 - Differences and Identities
- EDU9HS - Second Teaching Subject Qualification (only applicable to certain students)
Year 4
- EDU9P/T7- Final Teaching Practice/Evaluation
Students who wish to undertake their dissertation in Education will also take:
- EDU9RP - Developing a Research Proposal - Year 3
- EDU9H8 - Education Dissertation - Year 4
Teaching and assessment
The course is taught through seminars, lectures and workshops. Assessment is both formative and continuous. School experience placements are supported by school-based teachers and through tutor engagement.
Reading list
There will be a module reader in electronic format available via ‘Succeed’ (the University’s Virtual Learning Environment) at the start of your first Education module.
Combined degrees
Professional Education (Secondary) can be studied with:
| Course | UCAS Code |
|---|
| Biology |
CX11 |
| Business Studies |
NX11 |
| Business Studies/Computing Science |
NX21 |
| Computing Science |
GX41 |
| Computing Science/Mathematics |
GX91 |
| English Studies |
QX31 |
| English Studies/History |
QXHC |
| English Studies/Religion |
QXJ1 |
| Environmental Geography |
FX81 |
| History |
VX11 |
| History/Politics |
LX21 |
| History/Sociology |
VXD1 |
| Mathematics |
GX11 |
| Philosophy/Religion |
VX53 |
| Religion |
VX61 |
| Religion/History |
VXC1 |
| Sports Studies, Physical Education and Professional Education |
CX61 |
Combined Degree Courses (Secondary)
Normally students following combined courses will study Education with two subjects. Students following Geography or History degree courses will normally qualify to teach Modern Studies as well. History, as a second teaching subject, is available to students whose main teaching subject is English or Religion. Modern Studies is only available as a second teaching subject for students following programmes in Geography or History. Please note: Physical Education is not available in combination with any other degree programme.
Modern Languages
Please note that the recruitment process has been suspended for 2013/2014. For further information, please contact l.e.murray@stir.ac.uk.
All students wishing to teach a modern language in schools must fulfil residence requirements in a country where that language is spoken. For most students, this means an additional year abroad between Semesters 4 and 5. French can be studied from Beginners' level for this purpose. Spanish can also be studied from Beginner's level as part of the French/Spanish combined degree.
Related degrees
The School of Education offers a concurrent degree path towards qualification as a teacher. This means that students study both pedagogy (the craft and practices of teaching) and their subject specialism(s) in tandem, one frequently informing and enriching the other. Stirling has offered such a route for over 40 years, and our confidence in this process is reflected in, and validated by, the recommendation of the Donaldson Report into Teacher Education in Scotland that the model used by us should be propagated and adopted by the other providers of teacher education in Scotland. Our size may be considered another strength, as we believe that we get the opportunity to establish close working and pastoral relationships with the students enrolled on our courses over the four years they are with us.
Study abroad
Rating
Education was rated 1st in Scotland and 13th in the UK for the quality of its research in the most recent Research Assessment Exercise in 2008.
Strengths
The School of Education at the University of Stirling is currently rated number one in Scotland for Education by a number of University Guides and for the quality of its research, and has been highly regarded throughout its 44-year history. The School prides itself on its prominent position within Scottish Education, and works hard to maintain its cutting edge approach to developing new knowledge within the field, as well as feeding this new knowledge into our teaching programmes to enrich our core provision.
We work in close partnership with the Local Authorities, schools, Education Scotland and GTCS to ensure that students are supported throughout their studies to become effective professional educators.
Academic strengths
The School of Education has, at its head, a group of world-leading academics, with strong and established research records, and a wealth of world-class publications ranging from Adult Education to Inclusion. These academics in turn lead successful research groups within the School of Education which are all engaged in knowledge acquisition and exchange. Our teaching is thus informed by the research undertaken by its staff, and this permeates the Initial Teacher Education courses offered by the School.
Our students
The ITE course has been very rewarding. I feel prepared and excited about my probation year. Having spoken to many other teachers, I have been told that the Stirling course is one of the best in terms of producing enthusiastic teachers full of new ideas! The staff members are very friendly and helpful; whenever I had a problem or query, I felt comfortable and confident asking for help! The workload is manageable and the practical side of the course is so useful. I left Stirling feeling experienced as I had already visited so many different schools. I enjoyed all of my three placements but I'm not sure I would have survived without the help from my Uni tutor. Thanks!
Stephanie Robertson, graduated 2011.
The ITE course offers students the perfect opportunity to make the transition into teaching. It is well designed and focuses on preparing students for the challenges ahead through a series of well informed lectures and small tutorial groups which focus on the important issues that prospective teachers will face. The staff members involved are extremely willing to help and are very approachable. The course offers students the chance to ease themselves into teaching with staggered placements into schools, culminating in a large 10-week placement which enables students to gain an extensive insight into the life of being a teacher. All in all, it is a course I would highly recommend.
Blair Haldane, BSc (Hons) Environmental Geography and Professional Education (Secondary), 2008.
I like the way the Stirling Education course works in linking your specified subject with the initial teaching course, practicing both units simultaneously, instead of the postgraduate initial teaching course that other Universities run.
Claire Oliver, BSc Mathematics and Professional Education (Secondary), 2011.
Alumni viewpoint
The University of Stirling’s ITE course, I believe, is a great way to enter the world of teaching. Being able to study both your teaching subject and Education simultaneously is an excellent opportunity as it really brings together these two aspects of teaching in a cohesive and relevant way. The on-going support offered by the ITE staff members is also worth recognition, as their patience and advice was paramount in the journey from student to teacher.
Sinead Bradley, BA (Hons) English Studies and Professional Education (Secondary), 2011.
