Objective/ research questions/ theoretical frameworks:

Tauvch and Ravens (2002) published a European survey on Masters degrees recognising the importance of post graduate qualifications and outlining the progress being made across Europe in implementing and aligning awards. They identified changes to provision with shifts between “academic” and “professional” Masters awards, citing an example from Sweden:

'In addition to the existing degrees, a new type of professional Master degree has been introduced only recently, called Magisterexamen med ämnesbredd. This new professional Master degree is designed as an important element of lifelong learning, aiming at candidates who are already in employment' (p.10).

Fifteen years later the implementation and implications of Masters programmes are still of interest as the debates about teacher professionalism, qualification and professional learning continue. In the intervening time new debates around the role of professional learning communities, the importance of evidence informed practice, and research networks have emerged (Stoll, 2009). Yet these have not fundamentally altered the view that ‘Master's level teacher education, delivered in partnership between universities, schools and other partners, really does have a transformational impact on teachers, their colleagues and their schools’ (Noble-Rogers, 2011). This recognised benefit is set against the challenges of accessing provision and potential barriers which schools and HEIs work in partnership to overcome (Ince, 2016).  However, HEIs are under pressure to consider their range of provision and whilst some Masters programmes have recognised benefits and were popular with participants, market forces, changes in funding and policy decisions have made HEIs reconsider the range and type of Masters level provision they offer (Burton and Goodman, 2011). This impacts on not only schools and teachers but also overlooks the implications for professional learning for tutors from HEIs facilitating Masters provision. This paper reports on a small scale qualitative study carried out in England and Sweden that explores the implications for professional learning for schools, teachers and HEIs from Masters provision with a focus on programmes developed in partnership with schools. There were research questions, outlined below. The fous for this paper is on the first:

• What are the professional development implications for developing off site Masters level provision for HEIs, schools and teachers?
• How do bespoke Masters level programmes compare with traditional programmes in enabling students to overcome potential barriers to CPD?
• How are the professional learning needs of schools and teachers being met through the development of school based programmes alongside traditional Masters opportunities?

This small scale qualitative study suggests that there are professional learning implications for all involved which extend beyond the immediate qualification or actual programme content.

References: Burton, D., Crosier, R., (2011) The Masters in Teaching and Learning: a revolution in teacher education or a bright light quickly extinguished? Journal of Education for Teaching, 37:1, 51-61 Crosier, D., Purser, L. and Smidt, H., (2007). Trends V: Universities shaping the European higher education area. Brussels: European University Association. Ince, A., (2016) The pros and cons of bespoke Masters provision compared with traditional MA programmes for teacher Professional Development ECER 2016 Dublin. Linet, A., Marland, H., Pill, A., Rea, T. (2006) Postgraduate Professional Development for teachers: motivational and inhibiting factors affecting the completion of awards Journal of In-Service Education 32:2, 201-219 Mincu, M., (2013) Teacher Quality and School Improvement: What is the role of research? London: BERA-RSA Noble-Rogers, J. (2011) Why teachers need to carry on learning http://www.independent.co.uk/news/education/schools/why-teachers-need-to-carry-on-learning-2251220.html Nunn, J. (2016) The benefits to individual teachers, to schools and to the teaching profession of Masters level Initial Teacher Education. UCET. Roberts-Holmes, G., and Bradbury, A. (2016). Governance, accountability and the datafication of early years education in England. British Educational Research Journal, n/a.doi:10.1002/berj.3221 Robson, C. (2011) Real World Research, Chichester: John Willey and Sons Ltd Stoll, L. Temperley, J. (2009) Creative leadership: a challenge of our times Online Publication Date: 01 February 2009 Tauch, C. and Rauhvargers, A., 2002. Survey on master degrees and joint degrees in Europe. European University Association