Professional Certificate in Education
Key Details
- Available at:Bangor, Rhos-on-Sea, Dolgellau
- Study Mode:Part-time
- Course Length:
2 years (1 day OR a half-day and evening per week)
Professional Certificate in EducationDegrees (Higher Education)
Part Time
If you are applying to study part-time you can apply directly to the campus of your choice.
Course Description
Unlock Your Teaching Potential
The Programme Aims To:
- Equip you with a solid grasp of effective teaching, learning, and assessment principles in the post-compulsory education sector.
- Foster the application of sound teaching principles in alignment with professional standards and sector-specific values.
- Cultivate critical reflection skills and a profound sense of responsibility towards learners.
- Nurture creativity and innovation in teaching through the use of technology and diverse tools for an enhanced learning experience.
Would you like to start a rewarding career teaching young people and adults? Or are you already teaching, but looking for a recognised qualification?
In addition to this formal requirement, evidence from past years shows that completion of the course enhances the career and employment potential of course members.
Whether you are a new or an experienced teacher, this part-time course helps you to develop your career in post-compulsory education. It gives you the skills, knowledge and qualification to begin or continue teaching in further education, adult and community education, prisons or work-based learning contexts.
The course is suitable for those who aspire to be, or who are college lecturers, adult and community education providers, military and public service trainers, training officers and others who have a teaching or training role.
This course is not intended for those wishing to teach in Primary or Secondary schools.
Additional information
More detailed information on Modules is to be found in the ‘Additional Campus/Course Information’ section.
Fees
Visit our course fees page for information on full and part-time degree course fees.
Financial Support
Visit our financial support page for information on the range of support available.
More detailed information on other costs associated with your course and work placements/work experience (if applicable) will be outlined in the programme validation document and explained to you at your interview.
Start date
September
Entry Criteria
- A minimum of a Level 3 qualification relevant to the subject specialism you wish to teach
- Vocational tutors should have significant experience (at least five years in the field)
- Enhanced DBS check
- Any degrees, diplomas or certs should have been taught and assessed in Welsh/English.
You must have a minimum of 100 hours teaching practice over the duration of the course, and you must complete 40 hours of observing experienced practitioners.
When you arrange your own teaching practice, your teaching must take place in an approved environment (e.g. FE, adult education, voluntary sector or publicly funded training provider) and references from your employer will be requested.
Language Requirements
- Good proficiency in English or Welsh, with equivalent GCSE grade C/4 or above
- For overseas applicants: proficiency in English Language at IELTS level 7 or equivalent.
- GCSE in Welsh or English as first language, grade C/4 or above.
- Any degrees, diplomas or certs should have been taught and assessed in Welsh/English.
- For overseas applicants, for entry onto Level 4: English fluency to IELTS 5.5 or higher (with no element less than 5.0)
- For overseas applicants, for entry onto Levels 5: English fluency to IELTS 6.0 or higher (with no element less than 5.5)
- GCSE Maths desirable
All places are subject to satisfactory interview.
If your qualifications do not meet the entry requirements listed above, we would still encourage you to apply for the course you're interested in, as many of our courses will consider learners based on their previous work and skills experience rather than their qualifications.
If your qualifications do not meet the entry requirements listed above, we would still encourage you to apply for the course you're interested in, as many of our courses will consider learners based on their previous work and skills experience rather than their qualifications.
Delivery
n our dynamic educational environment, we embrace a holistic approach to learning that incorporates various elements to enrich our academic journey. Group work forms a cornerstone of our curriculum, fostering collaboration and teamwork among trainee teachers which may then be replicated in the trainees own classroom. Classroom-based learning provides a structured foundation, allowing for engaging discussions and interactive sessions that promote a deeper understanding of teaching in a variety of settings. Complementing this, tutorial support ensures that individual learning needs are addressed, offering personalised guidance to enhance comprehension. MOODLE and Google Classroom platforms serve as a robust virtual learning environment, offering resources, assignments, and a platform for ongoing communication. Moreover, our commitment to a comprehensive learning experience is reflected in the diverse perspectives brought by guest speakers, who share their expertise and real-world experiences, further enriching our educational landscape.
As well as directly taught aspects of the course, you will be expected to undertake a significant amount of personal study, some of which will be supported through an online learning management system. The learning and teaching strategy for the course is designed to meet the learning outcomes.
In general terms, the course is a combination of:
- lectures
- workshops
- discussion and other interactive tasks
- collaborative activities; directed reading/study linked with specific topics
- independent study, according to individual need
- practical application in micro-teach activities
- authentic teaching experience through work placement based experience.
Students undertaking this part-time award are expected to be available for one day per week to attend the taught elements of the programme. In addition, there is an expectation that evidence of teaching practice will be accrued at a rate of at least 50 hours per year.
Contact:
For specific course enquiries, please contact:
Lesley Surguy-Price (Programme Leader - Coleg Llandrillo): surguy1l@gllm.ac.uk
Christian Davies (Programme Leader - Coleg Menai): davies10c@gllm.ac.uk
Simon Evans (Programme Leader - Coleg Meirion-Dwyfor): simon.evans@gllm.ac.uk
Lisa Nobbs (Administration): nobbs1l@gllm.ac.uk
For general enquiries about our degrees, please contact: degrees@gllm.ac.uk
Assessment
Over the duration of the course, you will:
- undertake microteaching sessions and be observed teaching to groups of students
- provide lesson plans and schemes of learning with rationales for the teaching strategies used
- complete a teaching practice file covering at least 100 hours of teaching practice
- provide written reports covering a range of work including case studies of learning and teaching strategies, presentations, participation in group activities, and develop curriculum documents
- develop your personal literacy and numeracy skills
- complete reflective journals, and create personal development plans
Progression
The qualification enables you to teach in the post-compulsory sector.
Progression routes include Degree programmes in Education or in the applicant's own professional area.
Campus Information Bangor
Modules: Year 1 (Generic Modules):
PTT - Prepare to Teach
This module will introduce students to effective teaching and learning strategies and prepare candidates to become a teacher or trainer. The module aims to focus on understanding the basic teaching, learning and assessment theories and how these impact planning and delivery. There is an emphasis on lesson planning, structure, exploring principles and practices of teaching and learning and an exploration of a range of learning resources, aids and assessment methods.
Assessment methods within the Prepare to Teach Programme encompass the dynamic process of planning and delivering a peer teach. Participants engage in crafting instructional plans that align with effective teaching principles, catering to the diverse needs of learners in the post-compulsory education sector. Through peer teaching, individuals showcase their teaching prowess, embracing creativity and innovation, while employing technology and varied tools to enhance the learning experience. Following the peer teach, participants embark on a reflective journey, critically evaluating the teaching session. This reflection delves into identifying strengths, areas for improvement, and developmental points. It fosters a deep appreciation for the responsibilities towards learners and promotes continuous growth, ensuring that participants emerge not only as proficient educators but as adaptable and evolving teaching practitioners.
Planning Teaching Learning and Assessment
This module aims to explore the theoretical ideas that underpin planning for teaching, learning and assessment. This will comprise reflective practice around the theories of planning, teaching, learning and assessment. Participants will be able to apply theoretical principles to the design, delivery, management and assessment of teaching and learning events. Course participants will work collaboratively to demonstrate a teaching, learning and assessment tool.
Participants engage in designing a comprehensive Scheme of Learning tailored to the teaching of a specialist subject. This task involves meticulous planning, structuring, and sequencing of learning activities over a specified period. Participants are required to articulate their pedagogical choices and intentions in an individual written rationale accompanying the Scheme of Learning. This written component provides a reflective space for participants to articulate the educational philosophy underpinning their design, justify instructional methodologies, and outline the intended learning outcomes. By combining the practicality of crafting a Scheme of Learning with the thoughtful articulation of the rationale, participants demonstrate not only their ability to strategise effective teaching but also their capacity for metacognition and pedagogical reasoning.
Pedagogical Principles and Practice
This module aims to develop effective teaching practice skills through the provision of a variety of teaching and learning strategies (including learning technologies), that can then be applied in the course participants own subject area. Participants will be able to apply theoretical principles to the design, delivery and management of teaching and learning events. The module also investigates the importance of integrating cross cutting themes into learning events.
Participants showcase their pedagogical proficiency through a multifaceted approach. Firstly, they articulate a written rationale elucidating the theories underpinning their teaching session. This component requires participants to critically analyse and apply educational theories, aligning them with their chosen teaching methodologies. Subsequently, participants are tasked with the design and delivery of a teaching session, employing a diverse array of strategies. Emphasising technological innovation, participants incorporate interactive teaching and learning technologies relevant to their specific teaching area, ensuring learner engagement and modern pedagogical relevance.
Professional Reflective Practice 1
The module will explore reflection as a tool of professional practice. Students will develop an understanding on the cycle of plan, deliver, assess, review and evaluate to enable them to become self-reflective practitioners. This will be applied by putting theory into practice through a practical context of planning, delivering, assessing and reflecting on teaching sessions.
Within the robust assessment framework of the Professional Reflective Practice 1 module , participants undergo a comprehensive evaluation of their teaching competence. A key component involves designing, delivering, and participating in three teaching observations, fostering a collaborative learning environment. Participants not only showcase their teaching and learning skills but also gain valuable insights through peer observations. Following each session, individuals are required to provide thoughtful reflections, offering a nuanced analysis of their teaching approaches, successes, and areas for development. Further, participants engage in a presentation to peers, focusing on a critical incident encountered during their teaching practice. This presentation enhances communication skills and encourages the sharing of experiential knowledge within the learning community. Lastly, participants compile a meticulous portfolio of evidence, featuring ten lesson plans and associated materials from various modules. This portfolio serves as a tangible representation of their teaching journey, demonstrating both versatility and mastery in instructional design and implementation.
Modules: Year 2 (Generic Modules):
Enriching Teaching Learning and Assessment
The module aims to enrich the students’ skills, knowledge and understanding of a collaborative and blended approach to planning and delivering learning events. This module also further explores the theoretical ideas that underpin planning for teaching, learning and assessment, and encourages students critical reflection and evaluation of a wide variety of innovative strategies. These strategies will include learning technologies within the participant’s subject area to develop further teaching practice skills.
Participants engage in a dynamic assessment involving collaborative and individual components. The group assessment entails a presentation where participants collectively explore and demonstrate an innovative teaching, learning and assessment tool or approach. Simultaneously, participants are required to provide an individual written rationale, delving into how they enrich teaching, learning, and assessment methods. This component challenges individuals to articulate their pedagogical philosophy, drawing connections between theoretical concepts and their own instructional practices. Through this dual assessment approach, participants showcase both their collaborative and reflective capacities, emphasising not only their ability to work effectively within a group setting but also their nuanced understanding and application of pedagogical enrichment at an individual level.
Professional Reflective Practice 2
This module builds on the Professional Reflective Practice 1 module, and supports professional learning by enabling education practitioners to engage in reflection on their emerging professional practice.
Essentially the module aims to prompt the students to integrate professional experience with current developments in research. Students will not only be able to identify key concepts in the literature on the role of critical reflection in professional learning but also use that process of reflection to consider the contextual significance of their emerging practice, on both personal and wider scales. This module also provides an opportunity to explore and demonstrate how to embed literacy, numeracy and digital literacy within the student’s specialist area.
Participants undergo a multifaceted evaluation of their teaching capabilities. Firstly, participants are tasked with designing, delivering, and conducting three teaching sessions, showcasing their teaching, learning and adaptability in a classroom setting. Following each session, individuals engage in reflective practice by providing three individual reflections, fostering a deeper understanding of their teaching methods, successes, and areas for improvement. Additionally, participants demonstrate their pedagogical versatility by planning and delivering a 10-minute presentation on embedding literacy and/or numeracy within their specialised subject area, emphasising cross-disciplinary teaching strategies. Finally, participants compile a detailed portfolio of evidence, featuring ten lesson plans with associated materials from various modules. This portfolio serves as a tangible representation of their teaching journey, highlighting meticulous planning, effective execution, and a commitment to continuous improvement in the art of teaching and learning.
Action Research
The Action Research module is evaluated through three integral components, each contributing to a comprehensive assessment of the students' understanding and application of the research methodology. Firstly, students are required to submit an Ethics Form delineating the ethical considerations pertinent to their action research proposal, ensuring adherence to ethical standards throughout the research process. Subsequently, students are tasked with delivering a presentation elucidating the rationale behind their chosen action research, showcasing a clear understanding of the problem, proposed interventions, and anticipated outcomes. Finally, students are expected to produce a written report detailing the findings of their action research, synthesising data, analysing results, and offering insights into the efficacy of their interventions. Together, these components enable a thorough evaluation of students' engagement with action research principles and their ability to apply them effectively in practical settings.
Campus Information Dolgellau
Modules: Year 1 (Generic Modules):
PTT - Prepare to Teach
This module will introduce students to effective teaching and learning strategies and prepare candidates to become a teacher or trainer. The module aims to focus on understanding the basic teaching, learning and assessment theories and how these impact planning and delivery. There is an emphasis on lesson planning, structure, exploring principles and practices of teaching and learning and an exploration of a range of learning resources, aids and assessment methods.
Assessment methods within the Prepare to Teach Programme encompass the dynamic process of planning and delivering a peer teach. Participants engage in crafting instructional plans that align with effective teaching principles, catering to the diverse needs of learners in the post-compulsory education sector. Through peer teaching, individuals showcase their teaching prowess, embracing creativity and innovation, while employing technology and varied tools to enhance the learning experience. Following the peer teach, participants embark on a reflective journey, critically evaluating the teaching session. This reflection delves into identifying strengths, areas for improvement, and developmental points. It fosters a deep appreciation for the responsibilities towards learners and promotes continuous growth, ensuring that participants emerge not only as proficient educators but as adaptable and evolving teaching practitioners.
Planning Teaching Learning and Assessment
This module aims to explore the theoretical ideas that underpin planning for teaching, learning and assessment. This will comprise reflective practice around the theories of planning, teaching, learning and assessment. Participants will be able to apply theoretical principles to the design, delivery, management and assessment of teaching and learning events. Course participants will work collaboratively to demonstrate a teaching, learning and assessment tool.
Participants engage in designing a comprehensive Scheme of Learning tailored to the teaching of a specialist subject. This task involves meticulous planning, structuring, and sequencing of learning activities over a specified period. Participants are required to articulate their pedagogical choices and intentions in an individual written rationale accompanying the Scheme of Learning. This written component provides a reflective space for participants to articulate the educational philosophy underpinning their design, justify instructional methodologies, and outline the intended learning outcomes. By combining the practicality of crafting a Scheme of Learning with the thoughtful articulation of the rationale, participants demonstrate not only their ability to strategise effective teaching but also their capacity for metacognition and pedagogical reasoning.
Pedagogical Principles and Practice
This module aims to develop effective teaching practice skills through the provision of a variety of teaching and learning strategies (including learning technologies), that can then be applied in the course participants own subject area. Participants will be able to apply theoretical principles to the design, delivery and management of teaching and learning events. The module also investigates the importance of integrating cross cutting themes into learning events.
Participants showcase their pedagogical proficiency through a multifaceted approach. Firstly, they articulate a written rationale elucidating the theories underpinning their teaching session. This component requires participants to critically analyse and apply educational theories, aligning them with their chosen teaching methodologies. Subsequently, participants are tasked with the design and delivery of a teaching session, employing a diverse array of strategies. Emphasising technological innovation, participants incorporate interactive teaching and learning technologies relevant to their specific teaching area, ensuring learner engagement and modern pedagogical relevance.
Professional Reflective Practice 1
The module will explore reflection as a tool of professional practice. Students will develop an understanding on the cycle of plan, deliver, assess, review and evaluate to enable them to become self-reflective practitioners. This will be applied by putting theory into practice through a practical context of planning, delivering, assessing and reflecting on teaching sessions.
Within the robust assessment framework of the Professional Reflective Practice 1 module , participants undergo a comprehensive evaluation of their teaching competence. A key component involves designing, delivering, and participating in three teaching observations, fostering a collaborative learning environment. Participants not only showcase their teaching and learning skills but also gain valuable insights through peer observations. Following each session, individuals are required to provide thoughtful reflections, offering a nuanced analysis of their teaching approaches, successes, and areas for development. Further, participants engage in a presentation to peers, focusing on a critical incident encountered during their teaching practice. This presentation enhances communication skills and encourages the sharing of experiential knowledge within the learning community. Lastly, participants compile a meticulous portfolio of evidence, featuring ten lesson plans and associated materials from various modules. This portfolio serves as a tangible representation of their teaching journey, demonstrating both versatility and mastery in instructional design and implementation.
Modules: Year 2 (Generic Modules):
Enriching Teaching Learning and Assessment
The module aims to enrich the students’ skills, knowledge and understanding of a collaborative and blended approach to planning and delivering learning events. This module also further explores the theoretical ideas that underpin planning for teaching, learning and assessment, and encourages students critical reflection and evaluation of a wide variety of innovative strategies. These strategies will include learning technologies within the participant’s subject area to develop further teaching practice skills.
Participants engage in a dynamic assessment involving collaborative and individual components. The group assessment entails a presentation where participants collectively explore and demonstrate an innovative teaching, learning and assessment tool or approach. Simultaneously, participants are required to provide an individual written rationale, delving into how they enrich teaching, learning, and assessment methods. This component challenges individuals to articulate their pedagogical philosophy, drawing connections between theoretical concepts and their own instructional practices. Through this dual assessment approach, participants showcase both their collaborative and reflective capacities, emphasising not only their ability to work effectively within a group setting but also their nuanced understanding and application of pedagogical enrichment at an individual level.
Professional Reflective Practice 2
This module builds on the Professional Reflective Practice 1 module, and supports professional learning by enabling education practitioners to engage in reflection on their emerging professional practice.
Essentially the module aims to prompt the students to integrate professional experience with current developments in research. Students will not only be able to identify key concepts in the literature on the role of critical reflection in professional learning but also use that process of reflection to consider the contextual significance of their emerging practice, on both personal and wider scales. This module also provides an opportunity to explore and demonstrate how to embed literacy, numeracy and digital literacy within the student’s specialist area.
Participants undergo a multifaceted evaluation of their teaching capabilities. Firstly, participants are tasked with designing, delivering, and conducting three teaching sessions, showcasing their teaching, learning and adaptability in a classroom setting. Following each session, individuals engage in reflective practice by providing three individual reflections, fostering a deeper understanding of their teaching methods, successes, and areas for improvement. Additionally, participants demonstrate their pedagogical versatility by planning and delivering a 10-minute presentation on embedding literacy and/or numeracy within their specialised subject area, emphasising cross-disciplinary teaching strategies. Finally, participants compile a detailed portfolio of evidence, featuring ten lesson plans with associated materials from various modules. This portfolio serves as a tangible representation of their teaching journey, highlighting meticulous planning, effective execution, and a commitment to continuous improvement in the art of teaching and learning.
Action Research
The Action Research module is evaluated through three integral components, each contributing to a comprehensive assessment of the students' understanding and application of the research methodology. Firstly, students are required to submit an Ethics Form delineating the ethical considerations pertinent to their action research proposal, ensuring adherence to ethical standards throughout the research process. Subsequently, students are tasked with delivering a presentation elucidating the rationale behind their chosen action research, showcasing a clear understanding of the problem, proposed interventions, and anticipated outcomes. Finally, students are expected to produce a written report detailing the findings of their action research, synthesising data, analysing results, and offering insights into the efficacy of their interventions. Together, these components enable a thorough evaluation of students' engagement with action research principles and their ability to apply them effectively in practical settings.
Campus Information Rhos-on-Sea
Modules: Year 1 (Generic Modules):
PTT - Prepare to Teach
This module will introduce students to effective teaching and learning strategies and prepare candidates to become a teacher or trainer. The module aims to focus on understanding the basic teaching, learning and assessment theories and how these impact planning and delivery. There is an emphasis on lesson planning, structure, exploring principles and practices of teaching and learning and an exploration of a range of learning resources, aids and assessment methods.
Assessment methods within the Prepare to Teach Programme encompass the dynamic process of planning and delivering a peer teach. Participants engage in crafting instructional plans that align with effective teaching principles, catering to the diverse needs of learners in the post-compulsory education sector. Through peer teaching, individuals showcase their teaching prowess, embracing creativity and innovation, while employing technology and varied tools to enhance the learning experience. Following the peer teach, participants embark on a reflective journey, critically evaluating the teaching session. This reflection delves into identifying strengths, areas for improvement, and developmental points. It fosters a deep appreciation for the responsibilities towards learners and promotes continuous growth, ensuring that participants emerge not only as proficient educators but as adaptable and evolving teaching practitioners.
Planning Teaching Learning and Assessment
This module aims to explore the theoretical ideas that underpin planning for teaching, learning and assessment. This will comprise reflective practice around the theories of planning, teaching, learning and assessment. Participants will be able to apply theoretical principles to the design, delivery, management and assessment of teaching and learning events. Course participants will work collaboratively to demonstrate a teaching, learning and assessment tool.
Participants engage in designing a comprehensive Scheme of Learning tailored to the teaching of a specialist subject. This task involves meticulous planning, structuring, and sequencing of learning activities over a specified period. Participants are required to articulate their pedagogical choices and intentions in an individual written rationale accompanying the Scheme of Learning. This written component provides a reflective space for participants to articulate the educational philosophy underpinning their design, justify instructional methodologies, and outline the intended learning outcomes. By combining the practicality of crafting a Scheme of Learning with the thoughtful articulation of the rationale, participants demonstrate not only their ability to strategise effective teaching but also their capacity for metacognition and pedagogical reasoning.
Pedagogical Principles and Practice
This module aims to develop effective teaching practice skills through the provision of a variety of teaching and learning strategies (including learning technologies), that can then be applied in the course participants own subject area. Participants will be able to apply theoretical principles to the design, delivery and management of teaching and learning events. The module also investigates the importance of integrating cross cutting themes into learning events.
Participants showcase their pedagogical proficiency through a multifaceted approach. Firstly, they articulate a written rationale elucidating the theories underpinning their teaching session. This component requires participants to critically analyse and apply educational theories, aligning them with their chosen teaching methodologies. Subsequently, participants are tasked with the design and delivery of a teaching session, employing a diverse array of strategies. Emphasising technological innovation, participants incorporate interactive teaching and learning technologies relevant to their specific teaching area, ensuring learner engagement and modern pedagogical relevance.
Professional Reflective Practice 1
The module will explore reflection as a tool of professional practice. Students will develop an understanding on the cycle of plan, deliver, assess, review and evaluate to enable them to become self-reflective practitioners. This will be applied by putting theory into practice through a practical context of planning, delivering, assessing and reflecting on teaching sessions.
Within the robust assessment framework of the Professional Reflective Practice 1 module , participants undergo a comprehensive evaluation of their teaching competence. A key component involves designing, delivering, and participating in three teaching observations, fostering a collaborative learning environment. Participants not only showcase their teaching and learning skills but also gain valuable insights through peer observations. Following each session, individuals are required to provide thoughtful reflections, offering a nuanced analysis of their teaching approaches, successes, and areas for development. Further, participants engage in a presentation to peers, focusing on a critical incident encountered during their teaching practice. This presentation enhances communication skills and encourages the sharing of experiential knowledge within the learning community. Lastly, participants compile a meticulous portfolio of evidence, featuring ten lesson plans and associated materials from various modules. This portfolio serves as a tangible representation of their teaching journey, demonstrating both versatility and mastery in instructional design and implementation.
Modules: Year 2 (Generic Modules):
Enriching Teaching Learning and Assessment
The module aims to enrich the students’ skills, knowledge and understanding of a collaborative and blended approach to planning and delivering learning events. This module also further explores the theoretical ideas that underpin planning for teaching, learning and assessment, and encourages students critical reflection and evaluation of a wide variety of innovative strategies. These strategies will include learning technologies within the participant’s subject area to develop further teaching practice skills.
Participants engage in a dynamic assessment involving collaborative and individual components. The group assessment entails a presentation where participants collectively explore and demonstrate an innovative teaching, learning and assessment tool or approach. Simultaneously, participants are required to provide an individual written rationale, delving into how they enrich teaching, learning, and assessment methods. This component challenges individuals to articulate their pedagogical philosophy, drawing connections between theoretical concepts and their own instructional practices. Through this dual assessment approach, participants showcase both their collaborative and reflective capacities, emphasising not only their ability to work effectively within a group setting but also their nuanced understanding and application of pedagogical enrichment at an individual level.
Professional Reflective Practice 2
This module builds on the Professional Reflective Practice 1 module, and supports professional learning by enabling education practitioners to engage in reflection on their emerging professional practice.
Essentially the module aims to prompt the students to integrate professional experience with current developments in research. Students will not only be able to identify key concepts in the literature on the role of critical reflection in professional learning but also use that process of reflection to consider the contextual significance of their emerging practice, on both personal and wider scales. This module also provides an opportunity to explore and demonstrate how to embed literacy, numeracy and digital literacy within the student’s specialist area.
Participants undergo a multifaceted evaluation of their teaching capabilities. Firstly, participants are tasked with designing, delivering, and conducting three teaching sessions, showcasing their teaching, learning and adaptability in a classroom setting. Following each session, individuals engage in reflective practice by providing three individual reflections, fostering a deeper understanding of their teaching methods, successes, and areas for improvement. Additionally, participants demonstrate their pedagogical versatility by planning and delivering a 10-minute presentation on embedding literacy and/or numeracy within their specialised subject area, emphasising cross-disciplinary teaching strategies. Finally, participants compile a detailed portfolio of evidence, featuring ten lesson plans with associated materials from various modules. This portfolio serves as a tangible representation of their teaching journey, highlighting meticulous planning, effective execution, and a commitment to continuous improvement in the art of teaching and learning.
Action Research
The Action Research module is evaluated through three integral components, each contributing to a comprehensive assessment of the students' understanding and application of the research methodology. Firstly, students are required to submit an Ethics Form delineating the ethical considerations pertinent to their action research proposal, ensuring adherence to ethical standards throughout the research process. Subsequently, students are tasked with delivering a presentation elucidating the rationale behind their chosen action research, showcasing a clear understanding of the problem, proposed interventions, and anticipated outcomes. Finally, students are expected to produce a written report detailing the findings of their action research, synthesising data, analysing results, and offering insights into the efficacy of their interventions. Together, these components enable a thorough evaluation of students' engagement with action research principles and their ability to apply them effectively in practical settings.
Other details
Course type: Degrees (Higher Education)
Level:
4-6
Programme Area:
- Teacher Training
Awarding Body: Bangor University
Bilingual:
This programme is available bilingually at the following campus(es):
- Dolgellau
