Programme Outline

University of Sunderland - School of Education and Lifelong Learning
Professional Graduate Certificate in Education

The PGCE is a 34 week programme of study available to graduates with degree qualifications appropriate to teaching. Experience of working in an educational setting will be advantageous.

The major elements of the PGCE are four modules delivered by University staff with two supervised periods of block teaching experience in Schools or Colleges, supported by an in-country Tutor or Study Adviser/Administrator.

Rationale

The main purpose of the PGCE is to provide a programme of study that will enable students to develop those professional skills that will ensure efficient and purposeful teaching.  The PGCE is therefore very concerned with the practical issues of day to day teaching in classroom, workshop and laboratory.

Central to the PGCE are teaching standards expected of qualified teachers. However, for students’ teaching to be purposeful and efficient they will also require some relevant theoretical knowledge to inform and develop decision making on school and classroom practice, to enable them to participate in change, and to encourage an awareness of some wider educational issues.

Inherent in such a model is a view of the teacher as a questioning, analytical and reflective person who can apply educational knowledge and skills in making informed judgements and in evaluating alternative solutions to educational issues and problems in the teaching environment.

The development of these high level practical, cognitive and affective skills is dependent not only on the selection of appropriate content and practical experiences but also on the relationship between them.  In a professional vocational programme of this type, it is not only important to ensure that the various elements that constitute the programme are very closely related, but also that the programme is structured and taught in such a way that the relationship is seen to exist by the student so that the desired synthesis may be achieved.

This programme can be delivered to early years, primary, secondary and post 16 teachers and to any subject specialism.

Aims

The aims of the programme are to enable programme members to:

  • develop the teaching standards expected of qualified teachers appropriate to the ages, abilities and backgrounds of the students/curriculum they teach
  • apply educational knowledge and skills in making informed judgements on educational issues in the teaching environment
  • examine their teaching in relation to the educational needs of their students (including students with special educational needs and gifted students), the whole curriculum including cross curricular elements, the wider social, cultural and technological context
  • develop a critical and open attitude to the teaching of the curriculum and to wider educational issues
  • realise their contribution to the wider role of the teacher in the teaching environment.

Objectives

The Professional Certificate in Education is designed so that the programme members will attain a level of professional competence appropriate to that of a qualified teacher. In particular the programme members will be able:

(i)    to demonstrate their:

  • subject knowledge at an appropriate standard
  • subject application as appropriate to statutory/school/college requirements 
  • knowledge and understanding of the Curriculum, and its assessment, targets in their subject/age phase, and a comprehension of the whole framework within which they operate
  • knowledge and understanding of continuity and progression across age phases
  • ability to create and maintain a stimulating and appropriate learning environment
  • understanding of assessment and the selection and application of appropriate assessment techniques
  • ability to evaluate their own teaching and the learning of the students.  

(ii) to apply their  subject knowledge in a form which is appropriate to the needs of the learner both in terms of content and teaching methodology and which meets the demands of the school/college

(iii) to take cognisance of:

  • the role of the teacher in a broad context, including professional, pastoral and administrative responsibilities 
  • the wide role of the school/college in the community
  • the importance of effective working relationships at all levels
  • the individual needs of students appropriate to their age, ability and cultural background.

The Structure of the PGCE Programme

Module

Learning Levels

Level

Credits

Duration
(some modules overlap)
Experiences of Teaching and Learning 200 3 20 5 weeks
Theory of Teaching I 200 2 20 5 weeks
Practice of Teaching I 400 2 40 7 weeks
Practice of Teaching II 200 3 20 5 weeks
Practice of Teaching II 400 3 40 7 weeks
Module III (option) 200 3 20 5 weeks
         

The Professional Certificate in Education is a modified version of a PGCE programme currently offered in the School of Education and Lifelong Learning.

The structure of the programme is outlined above.  The Practice of Teaching modules include elements that focus on particular topics and the related teaching standards, at approximately the same time, thus achieving a high level of integration between theory and practice.

As well as being pedagogically effective, such a programme structure has a number of advantages of a more practical nature:

  • it is neither too complicated nor to cumbersome to implement
  • it avoids unnecessary repetition of course material
  • it facilitates continuous monitoring and rapid feedback.

Programme Award

This 34 week programme is expected to be delivered in one calendar year. (Dates to be confirmed) 

There is only one exit award to the programme, i.e. Professional Certificate in Education. However, individual modules may be taken for professional development purposes.

Progression Through the Programme

Experiences of Teaching and Learning – Module EDE 314

This module will provide an introduction to academic study and the associated study skills required by this programme.

The module will investigate the place of the individual in educational settings. The role of the teacher in a variety of educational/community settings will be explored. 

Assessment will be carried out through a case study of an individual student and an area of educational interest based on observation and experience, perception of education and knowledge of the education in the trainee’s country.

This module begins in September, with the assignment submitted in January. Learning is through independent study.

The Theory of Teaching I - Module EDE 208

Three main areas will be dealt with:

  • teaching and learning;
  • classroom management and organisation;
  • assessment and recording. 

These will be covered by generic videos related to work done by students in schools and colleges.  There will be an emphasis on providing a firm theoretical and practical grounding in the areas mentioned, so that programme members will be well prepared for their assessed teaching experience in schools and colleges.

The module is intended to:

  • provide opportunities to consider the respective roles of teachers, schools and colleges, and communities in education;
  • allow programme members to consider the theories of teaching, learning and motivation, and observe and apply them in practice;
  • allow programme members to gain knowledge of the structure of the taught curriculum and schemes leading to qualifications where applicable;
  • provide opportunities for understanding and consideration of assessment methods and tools, and allow programme members to be able to assess student  performance appropriately;
  • begin to develop skills and competences necessary for effective teaching;
  • begin to gain a knowledge of the theory and practice of curriculum development. 

Assessment will be carried out through a self study booklet that will be completed by the programme member during the module. The work with students also provides initial insights into students’ learning strategies, abilities and attitudes on which The Practice of Teaching I will build.

Students will attend a weekly tutorial (for a block of 5 weeks).  Days and times will vary depending on the weekends recognised in various countries.  An academic assignment is submitted to the university staff at the end of this module.  (Placement trainees who are not in-service teachers will spend 2 days per week in their placement school during this module)

Practice of Teaching I – Module EDS 294

This block practice provides programme members with the opportunity to develop, in a ‘whole class situation’ those teaching standards related to classroom organisation and management. 

The teaching experience will also help in early diagnosis of programme members’ strengths and weaknesses.

Assessment will be through a profile of evidence of teaching standards, developed jointly by the programme member and the in-country tutor.  By the end of this block, programme members must have exhibited sufficient evidence for the University to be assured that they have the potential for reaching adequate levels in the standards of teaching.

Students will be in school full time and will operate a 60% teaching timetable made up of individual, group team and whole class teaching.

The Review: Programme members will have one week in which they will review and reflect on their block teaching experience.

The Theory of Teaching II - Module EDE 313

This module continues the work undertaken in the Practice of Teaching I. Five main areas will be dealt with: students and their needs; assessment in education; continuity & progression; equal opportunities; and the wider role of the teacher.

These will be covered through generic videos, sessions based work in schools and colleges.  The emphasis will be to build on the grounding provided by The Practice of Teaching I, allowing programme members to reflect on their practical experience of teaching and to extend their knowledge of educational issues within institutions and beyond.

The module is intended to:

  • provide opportunities to consider the development and special needs of students and how these affect teaching, learning and motivation;
  • allow programme members to consider how the learning environment should promote equality; 
  • provide a supportive foundation on which programme members may build to continue their development as effective teachers; 
  • allow programme members to understand the importance of continuity and progression in the curriculum, assessments and educational development; 
  • provide opportunities for understanding and consideration of the wider role of the teacher, beyond simply that of instructor; 
  • continue the development of skills and competences necessary for effective teaching; 
  • continue to gain a knowledge of the theory and practice of curriculum development. 

Students will attend a weekly tutorial (for a block of 5 weeks).  Days and times will vary depending on the weekends recognised in various countries.  (Placement trainees who are not in-service teachers will spend 2 days per week in their placement school during this module)

Assessment will be carried out by means of a written assignment in which students will be expected to analyse and evaluate aspects of their work so far.

The Practice of Teaching II – Module EDS 394

In this final block of assessed teaching practice the programme members will be expected to fulfil their academic and professional roles in relation to their organisation.

Students will be in school full time and will operate a 75% teaching timetable made up of individual, group, team and whole class teaching.

Assessment will be through a profile of evidence of teaching standards, developed by the programme members, assessed by the in-country tutor and moderated by the University of Sunderland.  By the end of this block, programme members must have exhibited satisfactory performance in all the prescribed teaching standards.

The Theory of Teaching – Module III

A choice of modules will be offered, including:

  • Educational Assessment for Practitioners
  • Reading Issues and Controversies
  • Meeting Individual Needs in Educational Settings.

The academic assessment of this module will be carried out through an individual report on observations in school or educational setting, based on a workbook and research. Work in progress may be discussed with the university module leader.