School of Education
Diploma in Education (Secondary)


Diploma in Education (Secondary)



Introduction

The Diploma in Education is an in-service programme for secondary teachers who possess a first degree but have not been exposed to any professional training in teaching. It is designed to ensure that teachers, through exposure to a range of relevant experiences and processes, function with a high degree of effectiveness in the classroom in the context of rapidly changing global, regional and school environments. At the same time equal emphasis will be placed on helping the teacher develop as a high quality discerning professional who recognizes the importance of life long learning and continuous professional development.

The raison d’etre of this programme is to promote quality learning and teaching in classrooms in the Eastern Caribbean. In this regard the following will be among the key areas to be emphasized:
  • Integration of theory and practice;
  • The conduct of action research and a focus on teacher reflection to inform practice;
  • Integration across subjects and the use of newer technologies to enhance student motivation and learning.
More on the Diploma in Education (Secondary):
  1. Objectives 
  2. Entry Requirements
  3. Course of Study
  4. Teaching Practicum 
  5. Duration
  6. The Teaching Portfolio
  7. Action Research Project
  8. Examination and Other Requirements
  9. Assessment Procedures 
  10. Award of Diploma
  11. Distinction 
  12. List of Courses 
 

1. Objectives

This programme is designed to help teachers:
  • Demonstrate an understanding of critical philosophical, sociological and psychological factors which affect the learning and development of children and adolescents
  • Examine the ways in which the educative environment contributes to growth and development of children
  • Analyse the values and implications associated with current educational practices and, on the basis of this analysis, develop a philosophical platform for action in the classroom, school and educational system
  • Improve their understanding of Caribbean educational systems and their organisation, as well as their implications for teacher functioning at the secondary level
  • Develop the basic skills necessary for reading and interpreting research data and for conducting Action research
  • Appropriately diagnose the instructional needs of individuals within a class setting and design instructional programmes relevant to these needs
  • Use a variety of learner-centered instructional approaches which promote conceptual understanding, as well as critical thinking and social skills on the part of students, in an holistic manner
  • Explore, in collaborative contexts, a range of approaches which can be used in order to integrate new technologies across the curriculum at the secondary level
  • Develop the basic skills necessary for conducting formative and summative assessments in classroom settings and employ appropriate feedback strategies to assist learners in addressing challenges encountered
  • Improve their understanding of self and others and develop high quality communication and interpersonal skills
  • Develop a critical and inquiring attitude to teaching and to their own learning as evidenced by a predisposition to constructive self analysis and reflection, as well as openness to feedback from peers and supervisors.
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2. Entry Requirements

Applicants must have a university degree or its equivalent in the specialisation which they teach with a G.P.A of at least 2.0. This specialisation must be clearly identifiable (based on official transcript details) and would be evidenced by proof of successful completion of at least eight courses, (equivalent of 24 credits) in the specialisation.

The candidate must teach in the specialisation for the full duration of the programme.

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3. Course of Study

The Diploma consists of :
  • Three (3) core courses
  • One (1) course in the area of specialisation
  • A Practicum 
Each course, with the exception of the Practicum, extends for 39 hours. All courses are worth 5 credits. The practicum is worth 10 credits. Candidates must therefore obtain a total of 30 credits to complete the programme.

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4. Teaching Practicum


Students will be supervised in the practicum for approximately twenty (20) weeks in the performance of their normal classroom duties. Where it is considered desirable, special arrangements may be made for students to teach in a school other than that to which they are assigned.

The attachment is intended to:
                  a. Help students broaden their experience
                  b. Expose those experiencing difficulty at their own schools to a different setting.

The final practicum assessment will take place during the second semester between January and March, of the programme year. External assessors will be involved in this assessment. However, where there is any uncertainty over a student’s performance, that student’s assessment may be postponed to a convenient time during the third term.

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5. Duration

The programme is designed to be completed in 12 months.


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6. The Teaching Portfolio

A portfolio can be described as a purposeful selection of materials related to teaching, varying in nature but representative of the teacher’s practice. More critically, teachers use the portfolio development process to assist in reflection and self evaluation of strengths and weaknesses in order to deliberately develop self regulated goals and strategies for the improvement of their teaching competencies.

Participants in the programme will be required to submit one teaching portfolio which shows evidence of their evolving teaching competence from a multifaceted perspective. The development of the portfolio should begin early during Term I and should be continuous.

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7. Action Research Project

A critical component of the portfolio will be the Action Research Project. The planning and execution of the Action Research Project will begin early in Term II. Data collected will inform unit planning, lesson planning and evaluation. Participants would have already completed relevant modules pertaining to the conduct of Action Research. The exposure to these modules would have equipped them with skills to conduct an Action Research Project with a clearly delimited scope.

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8. Examination and Other requirements

1. Students will be examined in
    (a). The Theory of Education i.e. Education core courses, Methods courses
           AND
    (b). The Practice of Education.

3. In order to be deemed to have passed in the Practice of Education a candidate must have achieved at least a grade of “B”

4. To be deemed to have passed in the Theory of Education a candidate must satisfy the examiners by achieving a grade of at least B in each component of the examination.

5. Failure to submit assignments or projects by the dates determined will normally lead to referral in that part of the course unless a medical certificate is submitted prior to the deadline.

6. In the event of unusual or extenuating circumstances, a candidate may apply in writing for an extension of time for submission of an assignment addressing the application to the college Principal and should supply supporting evidence.

7. All students are expected to attend seminars, tutorials in connection with written studies, projects, practicum activities, and such other aspects of the programme as may be determined from time to time.

8. Students are expected to dress professionally both in college and school classrooms.

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9. Assessment Procedures

Assessment in this programme will be on a continuous basis and, as such, there will be no formal examination at the end of the programme. Each student must complete assignments in each course as well as other short assignments and presentations as may, from time to time, be determined by tutors. All assignments/papers are expected to demonstrate students’ understanding of the relationship between theory and practice.

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10. Award of Diploma


In order to qualify for the award of the Postgraduate Diploma, a candidate must satisfy the examiners in BOTH the Theory AND Practice of Education. The university requires regular attendance at classes as well as onsite (a minimum of 75% attendance) as a condition of the award of the Diploma.

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11. Distinction

A distinction will be awarded on the basis that: the student has earned an A in the Practice of Education and the student has earned an A in the Theory of Education. In this context no grade in any component of the Theory of Education should be less than B+.

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12. List of Courses

Core
EDIP 6000 Introduction to Curriculum Theory & Practice
EDIP 6001 Classroom Assessment Principles & Procedures
EDIP 6002 Education Foundations Specialisation
EDIP 6003 The Teaching of English
EDIP 6004 The Teaching of Geography/Social Studies/History
EDIP 6005 The Teaching of Mathematics
EDIP 6006 The Teaching of Modern Languages
EDIP 6007 The Teaching of Science
EDIP 6008 The Teaching of Art & Craft Education at the Secondary Level
EDIP 6009 The Teaching of Business Studies Compulsory
EDIP 6090 Practicum

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Faculty of Humanities and Education
Telephone: (246) 417-4385/87 Fax: (246) 424-0634 E-mail: humanities@cavehill.uwi.edu