Empowering education professionals with twenty-first century skills through Master’s of Education dissertation/thesis work

• Marta Kowalczuk Waledziak ^[1] ; Amelia Lopes ^[2] ; James M. Underwood ^[3] ; Linda Daniela ^[4] ; Otilia Clipa ^[5] ; Tomasz Prymak ^[1]
  1. [1] University of Białystok

     University of Białystok

     Białystok, Polonia

     
  2. [2] Universidade Do Porto

     Universidade Do Porto

     Santo Ildefonso, Portugal

     
  3. [3] University of Northampton

     University of Northampton

     Northampton, Reino Unido

     
  4. [4] University of Latvia

     University of Latvia

     Letonia

     
  5. [5] University of Suceava, Suceava, Romania

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• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 59, Nº 6, 2022, págs. 646-657
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This paper aims to explore the potential role of Master’s of Education dissertation/thesis work in developing twenty-first century skills. A total of 600 education professionals studying Master’s of Education programmes in five countries – Poland, Portugal, England, Latvia, and Romania – were surveyed. The findings have revealed that participants recognise the usefulness of twenty-first century skills for their (future) professional practice, and perceive dissertation/thesis work as a valuable foundation for developing these skills. This study offers practical implications for designers of Master’s of Education programmes and contributes to our understanding that this assignment is not only a formal requirement for obtaining a degree, but that it also serves as a pathway towards deepening students’ professional learning.