Post-Graduate Diploma in Education

 

Program Specification

BTC’s Postgraduate Diploma in Education (PGDE) is designed for practicing teachers with bachelors degrees with no initial qualification for teaching. The program should be completed within one academic year following the BTC scheduling. The PGDE is intended for specialist teachers (not classroom “Cycle 1” teachers) who are teaching within one subject area. It is presumed that the teacher has a bachelors degree in the subject matter, or in a subject matter that is closely related. The program focuses on introductory pedagogical skills, both from a general perspective, and from a subject-specific perspective. In Bahrain, this generally applies to Cycle 2 teachers up to secondary teachers. The follow specializations are offered by the college: 

  • Arabic
  • English
  • Islamic Studies
  • ICT
  • Mathematics
  • Science

Purpose of the Program

The PGDE program is a one-year, on-the-job program that provides new teachers with the skills necessary to be highly effective educators in their classrooms. The program provides students with general pedagogical skills, tied to the relevant subject-specific teaching skills, and is integrated into practice through an intensive 14 credit hour Teaching Practice requirement. The Teaching Practice requirement ensures that teachers get expert feedback on their teaching in their own classrooms, tied to the content taught within the program. The academic coursework offers a range of instructional experiences and activities, such as lectures, tutorials, group work, role play, interactive communication technology, project work, micro-teaching, peer-coaching, field work, and self-reflection.

Program History

The PGDE program has been offered since the earliest days of the college. Implanted through the partnership with Singapore’s National Institute of Education, the program was taught mostly in English until 2019. By 2019, the college recognized the need to reach more teachers in the Ministry of Education and thus started teaching in Arabic for all specializations except English. The 2019 revision also moved the program from being a part-time program taking two years to complete to being a one year on-the-job program for new teachers in the MoE.

Program Expected Outcomes
  1. The in-service teachers will be knowledgeable practitioners with the pedagogic skills and understanding of child development and the process of learning so that they are effective teachers.
  2. The in-service teachers will be skilful and confident in their mastery and application of ICT in learning and teaching.
  3. The in-service teachers will be active members of the school community who are able to make a positive contribution towards the enrichment of their schools and the wider community.
  4. The in-service teachers will be reflective practitioners, aware of their strengths and areas for professional development and conscious of contemporary issues, debates and research findings in the world of education.
  5. The in-service teachers will be professional in their attitudes with a strong personal commitment to serve as teachers in the Kingdom of Bahrain.
  6. The in-service teachers will be able to recognize diversity in the student population and to cater for different learning needs of groups of learners and individual students.

 

Program Intended Learning Outcomes

  1. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
  2. Student Development: The teacher understands how children learn and develop and can provide learning opportunities that support a child’s intellectual, social, emotional, moral, and general personal development.
  3. Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
  4. Instructional Strategies: The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.
  5. Learning Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  6. Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
  7. Communication & Instructional Technology: The teacher uses knowledge of effective verbal, nonverbal, and multi-media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  8. School and Community Engagement: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and wellbeing.
  9. Reflective Practice, Ethics, & Professionalism: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
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