Prof GradCert Ed Post Compulsory Education

This module aims to provide in-service teachers in the PCE sector with the opportunity to develop and broaden their pedagogic skills and knowledge in relation to all aspects of the teaching and learning experience within their own subject area and/or context. The module is underpinned by the notion of critical reflection, as such its central aim is to facilitate the development of participants as reflective practitioners who are capable of critically reviewing their own and others& rsquo; practice, with the ultimate objective of empowering them with the necessary analytical and reflective skills to be able to continue to strive to be the very best teachers that they can be. This module is mapped to the Education and Training Foundation (ETF) Professional Standards for initial teacher education programmes.

This module aims to provide in-service teachers in the PCE sector with the opportunity to develop and broaden their pedagogic skills and knowledge in relation to all aspects of the teaching and learning experience within their own subject area and/or context. The module is underpinned by the notion of critical reflection, as such its central aim is to facilitate the development of participants as reflective practitioners who are capable of critically reviewing their own and others’ practice, with the ultimate objective of empowering them with the necessary analytical and reflective skills to be able to continue to strive to be the very best teachers that they can be. This module is mapped to the Education and Training Foundation (ETF) Professional Standards for initial teacher education programmes.

This module allows students with previous experience and Service Instructional Technique qualifications to enter phase II (Second Year) of the Post Compulsory Education (PCE) Programme with a basis of learning and achievement equivalent to that of students proceeding from Phase I. Students are assisted with compiling and presenting evidence of appropriate prior learning in the form of a Portfolio and with undertaking activities to supplement their prior learning for entry to phase II. Students will have opportunities to explore and engage with aspects of initial assessment; planning and preparing programmes of study; developing and using inclusive teaching and learning strategies; managing the learning process and the environment; ongoing assessment; and becoming a reflective practitioner Students will have the opportunity to engage with others in group activities as well as to work independently and discuss their work with a nominated tutor. The process of reflective practice is central to the module content and activities. In addition, it is anticipated that this module will provide students with an insight into how their practice can continue to develop throughout their teaching career.

On this module students will audit, explore and evaluate how technology and wider e/blended learning are currently used within their specific subject area. The module will encourage the critical examination of policy and practice developments in the use of technology to support and enhance learning. Wider debates such as the concept of interactivity, the potential implications for e-pedagogy and policy in relation to theory and the role of the teacher and the learners in a networked world will be explored.

This module gives you the opportunity to reflect on how to develop an effective scheme of work to support successful teaching and learning in your subject area. You are also required to identify a challenging pedagogic issue within your subject field and explore how it can be addressed through this planning activity. You will provide an overview of the issues around pedagogy in your subject specialism drawing on a range of resources including discussions with colleagues engaged in the subject specific area, observations of subject delivery and subject specific resource banks and websites.

This module aims to examine the wider social, political, economic and cultural context of the Post Compulsory Education sector. It will critically review the impact of current government policy upon the sector through an evaluation of current post compulsory educational policies. It will enable learners to explore how contemporary political thinking and planning directly influences their professional practice. Learners will have an opportunity to undertake an investigation into a contemporary educational initiative within the context of their own subject specialism.

This module aims to provide in-service teachers in the PCE sector with the opportunity to develop and broaden their pedagogic skills and knowledge in relation to all aspects of the teaching and learning experience within their own subject area and/or context. The module is underpinned by the notion of critical reflection, as such its central aim is to facilitate the development of participants as reflective practitioners who are capable of critically reviewing their own and others& rsquo; practice, with the ultimate objective of empowering them with the necessary analytical and reflective skills to be able to continue to strive to be the very best teachers that they can be. This module is mapped to the Education and Training Foundation (ETF) Professional Standards for initial teacher education programmes.

This module aims to provide in-service teachers in the PCE sector with the opportunity to develop and broaden their pedagogic skills and knowledge in relation to all aspects of the teaching and learning experience within their own subject area and/or context. The module is underpinned by the notion of critical reflection, as such its central aim is to facilitate the development of participants as reflective practitioners who are capable of critically reviewing their own and others’ practice, with the ultimate objective of empowering them with the necessary analytical and reflective skills to be able to continue to strive to be the very best teachers that they can be. This module is mapped to the Education and Training Foundation (ETF) Professional Standards for initial teacher education programmes.

On this module students will audit, explore and evaluate how technology and wider e/blended learning are currently used within their specific subject area. The module will encourage the critical examination of policy and practice developments in the use of technology to support and enhance learning. Wider debates such as the concept of interactivity, the potential implications for e-pedagogy and policy in relation to theory and the role of the teacher and the learners in a networked world will be explored.

This module gives you the opportunity to reflect on how to develop an effective scheme of work to support successful teaching and learning in your subject area. You are also required to identify a challenging pedagogic issue within your subject field and explore how it can be addressed through this planning activity. You will provide an overview of the issues around pedagogy in your subject specialism drawing on a range of resources including discussions with colleagues engaged in the subject specific area, observations of subject delivery and subject specific resource banks and websites.