Teacher Education Professional Diploma

Language

English and Arabic

Duration

9 Months

Previous Experience

Not Required

Eligibility

Bachelor Graduates in Related Subjects

Location

Queen Rania Teacher Academy

Language

English and Arabic

Duration

9 Months

Previous Experience

Not Required

Eligibility

Bachelor Graduates in Related Subjects

Location

Queen Rania Teacher Academy

ABOUT THE DIPLOMA

 

QRTA launched its Teacher Education Professional Diploma (TEPD) in 2016. TEPD is awarded by the University of Jordan and is accredited by the Ministry of Education. The  Diploma has been developed in collaboration with  the University College London (UCL) – Institute of Education. Following the five-year success of TEPD, QRTA is proud to launch its online TEPD in addition to the blended Diploma. 

 

The Diploma equips teachers for the current challenges in education, preparing educators to treat learning environments as more than mere space, but as the birthplaces of innovation, leadership, intellectual curiosity, and civic participation among youth.  

 

The TEPD is a 24-credit hour, nine-month accredited diploma. The Diploma combines theory and an extensive school practicum for teachers in General Pedagogies of Teaching and Learning and in General Stream or subject-specific stream. The program is offered in two modes of delivery, face-to-face blended learning and online learning. In order to transfer new skills and knowledge gained, professional practice is planned for within the program as the practicum experience is one of the core pillars of the TEPD which ensures transferring theoretical frameworks into practice to develop teachers’ skills. This takes place with support from online learning through an electronic platform which consolidates the teaching and learning of participants. 

 

Diploma graduates are life-long learners and reflective practitioners who are able to use data-based inquiry to improve the learning of students and move learning to ensure student agency. Teachers are well-equipped to effectively help students acquire knowledge and skills necessary for preparing a generation that can contribute to building its community and country. The Diploma also prepares participants to make the learning environment more innovative and creative. 

 

I am interested

 

 

CURRICULUM OUTLINE 

The participants in the TEPD engage in discussions of several topics related to teacher education. A balanced link between theory and practice is provided through practical tasks to be implemented during the school experience.   

Student Teachers (ST) are assigned teaching groups within their cohort. Learning and Teaching are integrated so that concepts may be explored in these teaching groups. It is believed that this enables sharing of experiences and collaborative learning to take place so that skills observed may be transferred. 

All STs are expected to keep a Learning Journal to support reflection on their learning through the TEPD. This follows accepted academic practice in gathering and collating evidence to inform discussion in teaching, planning, and assessment in their learning environments. This Learning Journal is not assessed but may be referenced in formal assessments e.g. essays or one-to-one tutorials.   

Throughout the Diploma journey, concepts of learning and teaching are addressed by highly qualified and knowledgeable teacher educators who keep up with the latest developments in the teaching and learning process. Where possible, the Academic Advisors/ School Mentors will observe their STs during the school experience practicum (SEP). Normally STs will be observed during the program by their Academic Advisor and possibly a different TE.  

 

TEPD THEMES

 

Relationships & Learning Environment 

Student Teachers work on identifying the components of the learning environment and its impact on the learning process. They develop skills for building and managing an efficient learning environment conducive to learning. They also devise unique methods of building positive relationships with students and between students themselves and develop strategies that include all the stakeholders (family, people in charge from the local community, and official institutions) in the learning process. There is a focus on learning special skills in dealing with different students' behavior inside the classroom and developing strategies to deal with bullying and the many forms that it takes while learning. The focus is then shifted on integrating technology in the learning process, and how it is vital to create a flexible learning environment. 

 

 Curriculum and Planning 

Student Teachers learn about the concept of curriculum and explore its components and different types. They also analyze the principles of curriculum design for a selected subject, learn the difference between its models and types, and how to enact curriculum knowledge when planning for different levels. Student Teachers then focus on building skills in the content analysis that can be used in planning while exploring the concepts related to planning, such as levels, components, types, and accordingly, building plans in various levels. 

 

Conditions for Learning 

Student Teachers distinguish between the principles of learning theories and different forms of development theories. They also apply the knowledge of learning theories in the learning and teaching process to explore the strategies of active learning that can be applied when planning. Student Teachers then focus on designing teaching episodes that provide differentiated instruction models to deepen awareness of inclusive learning and how it can be implemented. The teaching episodes look at enacting strategies that motivate students to develop meta-cognition besides designing activities to transfer learning in a specific subject while considering sustainable development goals. 

 

Pedagogical Content Knowledge 

In this theme, Student Teachers start evaluating their content knowledge. and are introduced to the principles of efficient teaching and learning practices while designing learning experiences. This then also focuses on reviewing the importance of research, keeping up with research updates and responding to students’ needs during the design of learning experiences. 

 

Assessment 

In this theme, the Student Teachers learn about the importance of student assessment which promotes learning and can be used to inform planning for teaching besides learning the principles of assessing students’ learning. ‘Assessment for learning' is also considered in addition to assessment procedures that help to set up the next steps in learning. The Student Teachers explore assessment strategies and tools that can be enacted in learning, along with assessment results to promote students' learning. 

 

ICT and Online Learning 

The Student Teachers in this theme learn about the importance of using technology when designing learning experiences by exploring the principles and tools of information and communication technology in learning, and how applications can be used effectively in learning. The Student Teachers focus on developing their competencies in online learning and gaining online designing skills. 

 

Subject Inquiry 

In this theme, the Student Teachers learn about inquiry and its significance in implementing inquiry-based learning in the classroom and exploring the different types of data and data collection, analysis and presentation of findings. It is a further opportunity to enhance Student Teachers’ writing skills and synthesize literature effectively. It helps them learn how to implement inquiry-based learning in the classroom and explore the different types of data and data collection, analysis and presentation of findings. 

In addition to the Teacher Education Professional Diploma topics, Academic Writing is considered a crucial component of the program. It aims to develop the necessary academic skills for Student Teachers to allow them to enhance their learning experience and the way they express their understanding, through the promotion of excellence in research and scholarship. Academic Writing helps Student Teachers to become well informed of cutting-edge research in the field of education and able to communicate their ideas in an academic language appropriate to the education field. 

 

LEARNING OUTCOMES

By the end of the TEPD, participants will have met the following learning outcomes:  

 

  • Possess a good understanding of key aspects of learning and teaching in schools from Early Grades 1 to 3 and Later Grades 4 to 12, including pedagogic and subject content knowledge.   
  • Have developed a good understanding of pedagogical content knowledge as it applies to students in schools in their specialist subject.  
  • Demonstrate an ability to analyze and critically reflect on professional practices, particularly their own teaching and learning practices  
  • Evidence a critical understanding of learning and teaching, enabling them to devise and sustain cogent arguments and reflect on the professional challenges faced by teachers.  
  • Have developed a conceptual understanding of their own professional teaching practice and that of others in relation to current research in teaching, learning, pedagogy and practice education including an ability to articulate this clearly through relevant artefacts. 
  • Have demonstrated the ability to manage their own learning and reflect on their professional practice in light of scholarly reading and discussion to improve educational outcomes for their learners.  
  • Consistently demonstrate professional competences set out in the QRTA Teachers’ Standards.  
  • Demonstrate the ability to be creative, independent and successful in the application of knowledge in teaching and related activities with both learners and colleagues 

 

DELIVERY APPROACH

 

TEPD has two modes of delivery: 

 

  • Blended Learning 

Utilizing the blended approach to teaching and learning including face to face sessions and online activities, the TEPD aims at creating an interactive learning experience where STs are expected to interact with their peers, their teacher educators and academic advisors, demonstrating their ability to analyze and critically reflect on professional practices, particularly their own teaching and learning practices .  

 

  • Online Learning 

Designed to enrich the learning experience, the Diploma is delivered through online collaborative learning. During the journey of online learning, Student Teachers are required to participate in communal learning activities where they are encouraged to engage in individual and peer work which encourages independent learning and promotes reflective thinking, in addition to collaborative work through discussion threads, virtual learning environment, and video conferences. 

 

TARGETED AUDIENCE

 

The TEPD target teachers who have been in the profession for up to five years.   

 

ASSESSMENT WAYS

 

Assessment in the TEPD are two types: 

 

Formative assessment  

There are different aspects of formative assessment, such as giving feedback on drafts and tutorials and is given based on specific grade criteria and Teacher Standards, which are also used in summative assessment. 

 

Summative assessment  

This includes practicum and the submission of three summative written assignments. Student Teachers should complete the three summative assessments successfully and provide evidence of meeting Teacher Standards in their portfolios. 

The summative written assignments are: 

 

  • Pedagogy for Learning and Teaching 

This assignment should be an analytical piece of writing which, through discussion, demonstrates that the learning outcomes for the Teacher Education Professional Diploma have been met. Student Teachers will be given direct guidance on structuring the essay with the title they are expected to write about including readings which the team believes will assist them in exploring and developing their response. In order to support the assessment, Student Teachers will be allowed to write a practice paper on a different title. This essay will be marked against the grade criteria with feedback to them from their Academic Advisors about how to improve their essay writing for their summative submission. 

 

  • Inquiry 

This assignment is based on a small-scale practice-based inquiry which demonstrates that the criteria for the Teacher Education Professional Diploma have been met. In order to support the assessment, Student Teachers will be allowed to submit an inquiry proposal to their Academic Advisors and get feedback accordingly as part of their formative assessment. Sessions are planned to support Student Teachers in understanding the requirements of the assessment. 

 

  • Professional Practice 

The assessment is based on the successful completion and submission of a Student-Teacher Portfolio, which demonstrates that the Teacher Education Professional Diploma Teachers' Standards have been met. Also, Student Teachers should submit a reflective essay, addressing their progress towards meeting the Teachers' Standards. The Student Teacher is expected to conduct directed activities, set targets, complete weekly reflections, and teach some lessons in order to improve skills related to teaching and learning. 

 

I am interested