Post Graduate Certificate 
in Teaching and Learning

Post Graduate Certificate 
in Teaching and Learning

Post Graduate Certificate 
in Teaching and Learning

COURSE OVERVIEW

Tuition Fees Uzb
16,496,700 UZS
per course


Tuition Fees International
22,990,800 UZS
per course
Duration
1 year - full time
2 years - part time


Course description

The Post Graduate Certificate in Teaching and Learning is a course for practicing teachers. The course will help you discover your professional strengths and capitalise on them while enhancing your skills in supporting learning. Through your attendance, you will demonstrate commitment to your continuous professional development that will then enable you to achieve your future goals.

The course leading to the Post Graduate Certificate in Teaching and Learning will provide you with an integrated and supported programme of professional development that will enable you to:

  • Take a lead in the development of teaching in your area of expertise;
  • Engage critically with the scholarship of learning and teaching through your own practice;
  • Extend areas of practice in learning and teaching to new fields of interest;
  • Conduct research in learning and teaching in higher education; and
  • Accredit your professional development.

How you will study

All modules will build on your current practice and use the resources of your peer group to maximise your personal development and share learning across diverse domains. The course draws extensively on models of critical reflection as a means of questioning and theorising professional practice. This may take the form of learning through inquiry into individual practice, research, reflection, collaborative learning as well as modelling student’s experience as a vehicle for reflection. Blended learning tasks will be employed to provide you with a diversity of learning experiences so that your professional commitments are successfully accommodated.

Teaching of the course will be in the form of mentoring, coaching and facilitation through reflective practice and research projects with structured independent learning. Teaching and learning strategies are underpinned by three guiding principles:

  • a collegial relationship between the teaching team and participants;
  • a recognition of the participants’ varying experience in education; and
  • a conceptualisation of the course as a vehicle for modelling principles of best practice teaching and facilitating learning.

Course structure

The course consists of core and optional modules. The course structure is validated by the University of Westminster (UK) every five years but it may change by adapting to feedback received from a variety of sources.

  • Supporting Student Learning
  • Assessment Matters
  • Inquiry-based Professional Learning
  • Curriculum Development and Material Design 
  • Supervision for Learning
  • Blended Learning (New title - Innovating Learning and Teaching: Experimental Pedagogies and Educational Technologies)

WHY STUDY THIS COURSE?

Enhance your accreditation

The course provides a variety of accredited professional development opportunities for a rapidly changing Higher Education environment with different levels of accreditation to support on-going employment and study opportunities.

Become better aware of academic and research

For Higher Education practitioners seeking to take a lead in teaching and learning/educational development activities, the course is seen as a progression to the MA opportunity, leading to more sustained inquiry into practice and/or research. 
Prepare better for your teaching

The course modules enable participants to focus on specialised practice areas such as supervising  student research, managing online learning, using e‑learning technologies and providing leadership in an academic context.  

ENTRY REQUIREMENTS

Applicants should normally hold an Undergraduate degree (or equivalent) from a recognised higher education institution with a minimum of a second lower class honours (2:2 or equivalent). Applicants without a formal higher education qualification or a formal qualification that is not at an equivalent academic standard, may be considered if the following conditions apply:

  • They are or have been in employment where their role is in the area of the course and involves a high level of analysis and critical thinking.
  • If the above condition is met, candidates will be required to provide evidence of such employment (nature and level of experience). This evidence will be considered during the interview process and the decision of the panel will be final.

 

Applicants must have:

  • Had their first or second degree (or equivalent) taught and assessed in English; or
  • An IELTS score of 6.5 with a minimum of 6 in the writing component or another English Language Test recognised by the University of Westminster.

Applicants must have at least 12 months of full-time paid work experience or equivalent at the start of the academic year. For the purposes of this regulation, the academic year starts on 1st October.

Applicants will have to be 22 years of age at the start of the academic year. For the purposes of this regulation, the academic year starts on 1st October.

Applicants who meet the minimum entry requirements will be formally interviewed. The purpose of the interview is to determine the candidate’s ability to undertake and complete the course. The interview panel will also consider any equivalent or non-standard admission qualifications. In doing so, the panel may require additional evidence from the candidate to support the request for consideration for equivalency, such as the nature and level of work experience.

Yulduz Yakubova

COURSE LEADER
Elena Volkova

Elena has a Master of Education from the University of Exeter, College of St Mark and St John. Elena is Course Leader of the MA in Learning and Teaching course. She is an Editor in Chief of the ALT FL in Uzbekistan and a peer editor in SAP and SAGE.

Her professional interests include teachers’ professional learning, facilitation, mentoring, action research, assessment, technology enhanced learning, psychology related issues in education, disability inclusion, curriculum development and material design. 

 

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