Post-Graduate Certificate in Education (PGCE)

 

This programme is offered to teachers who have professional qualifications in their own specialist field but who do not possess a teaching qualification (i.e. qualified teacher status). UniSey offers this programme for practising teachers on a part-time basis (over 18 months for one and a half days per week). The programme has been designed specifically for those working in the secondary and post-secondary sectors.

 

Entry Requirements

A degree in a related field of specialisation/expertise.

 

Graduate Profile

A qualified teacher at PGCE level is one who is well-informed; competent, both academically and technically; understands the key concepts and principles of effective teaching and learning; and can teach at a secondary, post-secondary and higher education institution in a professional manner. To be awarded the PGCE graduates should have gained the competency standards required by all trained teachers as stipulated in Competency Handbook for Qualified Teachers Status (Ministry of Education, 2012).

 

Programme rationale and structure

The PGCE is a programme designed to equip participants with the knowledge, skills and attitudes to become effective and reflective practitioners. In addition, the purpose of the programme is to enhance the quality of education and training for adolescent and adult learners.

 

The key principles of the PGCE course aim to provide focus and direction relating to:

  • learners and learning;
  • professional practice in education and training;
  • quality and practice in professional development.

One principle that is an integral part of the programme is that of ‘reflective practice’, with an emphasis on the ‘reflective practitioner’. This principle is designed to enhance practice through insight, understanding and skills development, within the context of reflective teaching. 

There are three major components to the PGCE programme; theoretical, practical and research. The theoretical component is achieved through lectures and seminars; the practical component involves a series of work-based experiences (WBE) in educational institutions; and the research component involves a supervised research project conducted in an educational institution.

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