- Dr Jannie Roed (Head of Academic Practice (INSTIL) - University of West London)
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Discussion board participation Community of Practice, 1000 words minimum||20%|
|Semester Assessment||Essay - Explore the literature on a topic in learning and teaching, 2500 words +/- 10%||30%|
|Semester Assessment||Teaching observation with reflective report, 1-2 hours, 1000 words +/- 10%||20%|
|Semester Assessment||Written report Reflective narrative, 2500 words +/- 10%||30%|
|Supplementary Assessment||Discussion board participation Repeat failed assessments with new content||20%|
|Supplementary Assessment||Essay Repeat failed assessments with new content||30%|
|Supplementary Assessment||Teaching observation Repeat failed assessments with new content||20%|
|Supplementary Assessment||Written report Repeat failed assessments with new content||30%|
On successful completion of this module students should be able to:
1. Gather information and critically reflect on their existing teaching practice (D1.1, D1.2, D1.6: A1, A2, V3).
2. Critically engage with pedagogical literature and CPD when planning changes to their teaching (D1.5, D1.6: A2, K4, V3).
3. Plan aligned learning activities based on a critical evaluation of available teaching methodologies (D1.1, D1.2: A1, K4, V2).
4. Design and implement an appropriate learning experience (D1.1, D1.2, D1.3, D1.4: K1, K2, V2, V4).
The learning outcomes are mapped to the UK Professional Standards Framework as indicated by the codes in curved brackets. See https://www.heacademy.ac.uk/ukpsf for a full description of the framework.
The core of the PGCTHE (Postgraduate Certificate in Teaching in Higher Education) is learning about learning. Module 1 focusses on your individual journey of development as a teacher, incorporating reflection and evidence-based practice. How can you find out how well your students are learning? How can you help them to learn better? Basic coverage of educational theory is included. This module is mapped against the UK Professional Standards Framework (UKPSF). Upon completion of this module, Aberystwyth University staff are awarded Associate Fellow status in the Higher Education Academy (AdvanceHE).
Three-day induction at Aberystwyth University covering evidence-based educational theory and practice, elements of informed teaching, and core principles of learning and teaching. Indicative subtopics include: Exploring assumptions about learning and teaching, reflective practice in a teaching context, engaging with pedagogical literature, overview of key learning theories, aligning learning activities and assessment with intended learning outcomes, assessment for learning,
12 hours attendance at CPD events covering additional aspects of educational theory and practice (AU or external)
Observations of your teaching by your mentor (non-assessed) and the PGCTHE team (assessed)
Coaching sessions with your mentor and the PGCTHE team to develop practice from the needs analysis
Opportunities to participate in a community of practice and learn from peers
|Skills Type||Skills details|
|Application of Number||This is not a requirement for this module.|
|Communication||Written communication skills are developed and assessed through the community of practice, essay, and reflective narrative. Verbal communication skills are developed through consultations and assessed in the teaching observation.|
|Improving own Learning and Performance||Reflective practice is used to improve participants’ own learning and performance. This is developed through consultations and the written assessments.|
|Information Technology||Participants develop information technology knowledge through CPD sessions and reading in the pedagogical literature. They are expected to address K4 (The use and value of appropriate learning technologies) in their assessed reflective narrative.|
|Personal Development and Career planning||CPD forms the heart of the two modules in the PGCTHE and is required. Participants reflect on what they have learned from CPD in their assessed reflective narrative.|
|Research skills||Participants are expected to identify useful articles and books for relevant topics in the essay and reflective narrative, evaluate and critique the sources, and then synthesise what they have learned into a coherent argument.|
|Subject Specific Skills|
|Team work||Team work is developed to some extent in small-group activities during induction and in some of the CPD sessions. It is not assessed in this module.|
This module is at CQFW Level 7