Master of Education in Educational Psychology

Purpose

The Master of Education in Educational Psychology (MEd (Educational Psychology)) will prepare researchers who can contribute to the development of knowledge in the field of Education, namely Educational Psychology, and includes knowledge about the professional practice.

Rationale

The rationale of the MEd (Educational Psychology) is to respond to the great need for well-qualified education practitioners and critical scholars of Educational Psychology theory and practice in order to develop specialised knowledge and research in the field of Educational Psychology. The MEd (Educational Psychology) will provide an alternative academic pathway for education practitioners and aspiring scholars who do not want to become practising Educational Psychologists.

Recognition of Prior Learning (RPL)

Where applicants do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. RPL occurs according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment (CHE 2016), and the institution's RPL policy. The management of the process is by the Faculty of Education.

• Through its RPL policy, the Faculty of Education ensures quality-assurance processes. These processes address the specificities and implementation of the RPL process (including applications, assessment, and reporting and management systems). The process further ensures that administrative and support systems, both prior and after RPL assessment are in place. Assessment of applicants is against NQF Level 8 competencies.

Entry Requirements

The minimum entry requirement for this qualification is a

• Bachelor of Education Honours, NQF Level 8.

Or

• Postgraduate Diploma in Education, NQF Level 8.

This qualification consists of the following compulsory modules at NQF Level 9 totalling 180 Credits.

Compulsory Modules at Level 9,180 Credits

• Dissertation, 180 Credits.

• Demonstrate specialist knowledge and an understanding to engage and critique educational research and practices in the field of Education Psychology and to contribute to disciplined thinking about matters and issues regarding Educational Psychology.
• Evaluate current processes of knowledge production in the field of Educational Psychology and to choose appropriate processes of enquiry in the area of specialisation.
• Conduct an independent inquiry in the specialised field of Educational Psychology and to report their findings in academically appropriate ways.
• Design and implement a strategy for the processing and management of information in order to conduct a comprehensive review of leading and current research in Educational Psychology.
• Exhibit the potential to act as academic leaders and experts in the field of Educational Psychology.
• Demonstrate responsibility, self-reflexivity and adaptability to the ethical implications of research, and the determination of socially relevant issues and research needs in South Africa.

The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner.

• Display specialist knowledge to enable engagement and critique of current research and practices in the field of Educational Psychology and to engage in systematic and disciplined thinking about educational matters and issues in Educational Psychology.
• Apply and develop intellectual independence and advanced research skills, sophisticated knowledge and research methodologies to solve complex, unfamiliar problems in the field of Educational Psychology.
• Analyse and apply specialised problem-solving skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems in Educational Psychology.
• Design and implement a strategy for the processing and management of information to conduct a comprehensive review of leading and current research in Educational Psychology.
• Produce significant insights, and engage and initiate in academic and educational discourse to report and defend substantial ideas that are the results of research in Educational Psychology.
• Plan, manage and optimise all aspects of research processes in complex and unpredictable contexts in Educational Psychology.
• Apply high levels of responsibility, self-reflexivity and adaptability in own management of learning, and analyse and evaluate ethical implications of research on socially relevant issues and research needs in South Africa.

Integrated Assessment

Formative assessment during the research may be based on any of the following if required by the research topic or the discipline:

• Portfolios.
• Simulations.
• Workplace assessments.
• Group discussions.
• Presentations in front of peers and experts.
• Oral and written summative assessments.

Summative assessment takes the form of the examination of the dissertation or other acceptable forms of research output as appropriate to the field of study.