Diploma in Education and Training (DET) with PGCE (ProfGCE) Canterbury Christ Church University Part-time attending (Level 5/6) Year 1 of 2
- A qualification in your subject area (minimum Level 3 for skills subjects or a degree for academic subjects)
- Aregular class or classes that you can teach during the programme in your qualified subject area amounting to minimum of 100 independent teaching hours over 2 years (usually split into 40 hours in Year 1 and 60 in Year 2). Arrangement of this is the applicant’s responsibility.
- A subject mentor in your institution
- A good command of spoken and written English.
Who is the course for
This is a University validated DET. Year 1 is at Level 4 and Year 2 is at Level 5, but for those with degrees who have the capability of working at Level 6 or above, the ProfGCE pathway will be available. It is a part-time, two-year in-service course with one attendance every week which aims to develop the knowledge, skills and understanding of teachers and trainers working in Further Education Colleges, Adult and Community Learning, 14-19 units in Schools and Academies, Private Training Organisations, Prison Education and the Public services (Police, Paramedics, Fire Service). Contact our Information & Guidance Team on 01895 853333 or the Teacher Education Department on 01895 853478 for an application form. This is year 1 of a 2 year course. Dates shown below are for the first year.
There are 6 modules of study: Year 1, Module 1: Introduction to Teaching and Learning, Module 2: Enhancing Teaching and Learning, Module 3: The Learner and Learner Progress, Year 2, Module 4: Reflecting on Practice, Module 5: Innovating the Curriculum, Module 6: Developing Practice. English and Maths Specialist Pathways are also available. On completion, there is an accreditation route to QTLS (Qualified Teacher Learning and Skills) status.
The course team has selected educational methods that are designed to meet the aims and objectives of the course and to support the development of participants intellectual, professional and personal abilities as they progress through the course. A variety of teaching and active learning methods are used, reflecting a commitment to student-centred learning. Although teaching is often in a tutor-led framework, there are opportunities for participants to lead presentations and seminars and to focus on areas of particular interest through microteaching. Oral presentations based on participants own research, enable them to share their findings with other course participants and improve their communication skills. Participants are expected to read appropriate texts and to prepare in advance for discussions. There are workshops and other group activities such as role plays and case studies that help clarify concepts and issues. All these methods also foster co-operation and collaboration leading to good teamwork that the course team hopes will be incorporated into participants teaching and workplace as appropriate. All modules are intended to develop and extend study skills so that in turn participants will be able to establish effective study skills in their own learners.
How is the course assessed
Assessment is through a portfolio of evidence which includes observations, reflections, presentations and written work. The assessment consists of a number of assignments for each module. These assignments aim to explore key issues and concepts for practitioners who are teaching in the Lifelong Learning Sector. Evidence is designed to be process-orientated in that they facilitate opportunities for participants to digest, reflect on, evaluate and re-define ideas and practices. Participants are expected to write in a reflective style using the first person. Discussions and guidance on writing style will be embedded within the course. Participants are also expected to cite appropriate sources and to attach to each draft a bibliography of all the sources they have consulted. We strongly suggest that participants cite from two books/journals for every web reference. The Harvard system of referencing must be used. Participants will be given formative feedback consisting of written comments on one draft of each assignments and they will be assessed on whether they have demonstrated the learning outcomes. Participants will present a portfolio of evidence on completion of each module to demonstrate that they have achieved the relevant learning outcomes. Evidence may include written work, annotated documents, teaching materials, case studies, handouts, posters, audio/video recordings, notes and commentary on presentations, self-assessment, peer assessment and the results of small-scale research. Participants must also show an awareness of the educational possibilities of electronic resources.
Where next - Further Studies
Application for QTLS (Qualified Teacher, Learning and Skills status).
Where next - Job Opportunities
Teach/train in a variety of settings in Further Education Colleges, Adult and Community Learning, 14-19 units in Schools and Academies and Private Training Organisations
Last updated: 4 September 2018