Postgraduate Certificate in Teaching in Higher Education
The Postgraduate Certificate in Teaching in Higher Education (PGCTHE) is a part-time programme commencing in January each year. It takes 18 months to complete. The PGCTHE is a Higher Education Academy (HEA) accredited programme which provides an opportunity for staff involved in teaching and supporting student learning to improve their professional practice and therefore their own students’ learning. This is achieved by promoting a reflective approach to practice drawing upon pedagogic theory and empirical evidence within a collaborative learning environment. The programme adopts a blended learning approach which combines face-to-face sessions with support through a virtual learning environment (VLE).
The programme is mandatory for full-time academic staff with less than three years experience of teaching in higher education. Staff who are required to undertake the programme are guaranteed a place on the PGCTHE. Staff who do not have a mandatory requirement to undertake the PGCTHE will be accepted on to the programme on a ‘first come first served’ basis using the date the registration form was received as a basis for allocating places.
The deadline for accepting applications to the programme is the first Monday in December.
Professional Accreditation
The programme meets Standard’s 1 and 2 of the United Kingdom Professional Standards Framework (UKPSF) [PDF] for teaching and supporting learning in higher education. This means staff who successfully complete the programme are eligible to become Fellows of the HEA. If staff wish to complete only the first module they can become an Associate of the HEA. Further details are available from the HEA website.
The programme also meets the Nursing and Midwifery Council (NMC) standards for nurse and midwife educators. The NMC teacher standard is mandatory for nurses and midwives who are teachers employed in higher education supporting students on NMC approved programmes.
Programme Aims
Participants on the PGCTHE are expected to:
- Develop an understanding of how students learn and how the economic, social and cultural context within which their students experience university life influences their learning.
- Improve their awareness, knowledge and understanding of different approaches to teaching, supporting learning and assessment in higher education, including the use of appropriate technologies to support student learning.
- Develop skills relevant to teaching and facilitating learning in higher education.
- Develop a reflexive and self-critical approach to professional practice.
- Develop a scholarly and research-based approach to teaching in higher education.
- Improve their knowledge and understanding of the institutional, national and international context within which they operate and develop their awareness of the implications for their practice and professional development.
- Develop appropriate strategies to deal with ethical dilemmas that arise whilst engaged in professional practice.
Modules
The programme consists of three 20 point modules:
Exploring Practice in Teaching and Learning (January to March)
This module aims to support the professional development of those involved in teaching or facilitating learning in higher education through a process of critical reflection. The module covers topics such as the influence of the higher education environment on professional practice; the nature of different roles (academic and support) within higher education institutions; and the application of different theories of teaching, learning and assessment to practice. Participants are required to reflect on these topics from the perspective of their approach to teaching and facilitating learning so that they can enhance their own students’ learning.
Curriculum Design for Learning (April to June)
In this module participants are encouraged to critically analyse a range of definitions of curriculum and to consider these from the perspective of their particular role or discipline. Staff will interrogate the ways in which curriculum design can inhibit or extend opportunities for students from a range of social and cultural backgrounds. The module centres on the participants’ reflections of their role in the planning, delivery and evaluation of curricula. Particular attention will be paid to the curriculum in relation to the distinctive nature of their subject/discipline.
Developing Practice through Pedagogic Research (September to June the following year)
This module focuses on how to design and implement a small scale pedagogic research project that will inform and enhance practice. The module covers topics such as planning a research project (including the consideration of ethical issues); carrying out a literature review; collecting data using surveys, interviews, observation, documents and focus groups; analysing both quantitative and qualitative data; and writing-up research for different audiences. The module also discusses the different philosophies underpinning the research process and looks in depth at methodological approaches commonly used by pedagogic researchers such as case studies, ethnography and action research.
Structure of the Programme
The course commences in January each year and the taught element runs for one calendar year. There is a combination of face-to-face sessions and on-line support. Taught sessions run on a fortnightly basis. For more information see ‘Dates of face-to-face sessions’ [PDF].
The modules have to be completed in the order set out above because they provide a logical sequence that facilitates the process of learning and professional development. The face-to-face sessions for the last module ‘Developing Practice through Pedagogic Research’ take place between September and November, but the module assessment does not have to be completed until June the following year. This allows participants to complete a small scale research project.
For further details about the PGCTHE see the ‘Programme Specification’ [PDF] and the following ‘Module Specifications’:
- Exploring Practice in Teaching and Learning [PDF]
- Curriculum Design for Learning [PDF]
- Developing Practice through Pedagogic Research [PDF]
Applying for the Programme
As this is a postgraduate programme applicants are expected to have an honours degree or equivalent. Applicants should also have a current and on-going teaching commitment in higher education. The level and amount of teaching should be sufficient to enable participants to meet the requirements of the assignments. For details of the assessment see the module specifications.
In order to enrol on the programme a Registration Form (doc) should be completed and returned to:
Dr. Paul Greenbank
Programme Leader, Postgraduate Certificate in Teaching in Higher Education
Teaching and Learning Development Unit
Edge Hill University
Ormskirk
Lancashire L39 4QP
Exemptions/Alternative Assessment
Staff can obtain exemption from one module on the basis of their past qualifications and experience. Members of staff who feel they have covered the learning outcomes and content of a particular module (see Module Specifications) are required to submit an Application for Accreditation of Prior (Experiential) Learning - AP(E)L [PDF] to Dr Paul Greenbank.
Staff who have relevant experience and qualifications may also be able to submit a portfolio (see Guidelines for the Submission of a Portfolio [PDF]). There is no limit on the number of modules staff can submit a portfolio for. However, staff should note that they have to produce a separate portfolio, with a supporting reflective statement, for each module.
Further Details
For more information about the PGCTHE see the Programme and Module Specifications.
If you want to discuss the programme in more detail or have specific questions to ask please contact:
Dr. Paul Greenbank
E-mail: greenbap@edgehill.ac.uk
Tel: (01695) 584834
