PGCEi (International)

 
  

Fact file

Qualification
PGCert Education (International)
Duration
1 year part-time
Entry requirements
2:2 (or international equivalent)
Other requirements
Applicants should be established educators with regular access to a classroom setting and the internet
IELTS
6.5 (with no less than 6.0 in any element)

If these grades are not met, English preparatory courses are available
Start date
Start dates throughout the year
Campus
Cohort locations across the world
School/department
Tuition fees
You can find fee information on our fees table.
 

Overview

This distance learning course provides professional enrichment for educators working outside the UK.
Read full overview

A Level 7 qualification on the UK National Qualifications Framework, PGCEi is relevant to all curricula, subjects and phases.

It focuses on improving individual teaching practice through critical reflection and research. You will compare teaching approaches in different countries and develop a global approach to education.

This course comprises a face-to-face introduction in your cohort location, where you will meet your Nottingham-based tutor as well as fellow students. You will then complete your studies online with individual tutor support.

With PGCEi, you will:

  • improve your practice by building and developing ideas/strategies and testing these in your classroom
  • examine your education system from an international perspective
  • build your knowledge of the assumptions, concepts, and principles of a range of learning theories, evaluating their usefulness in specific situations
  • develop your expertise in practitioner research
  • make appropriate use of professional and research literature

Please note, the PGCEi is an academic qualification, not a teaching qualification, and therefore does not offer Qualified Teacher Status in the UK.

Check country availability

 

Course details

PGCEi is made up of four 15-credit modules. It can be completed over eight months part-time, while the recommend duration is one year.

You will begin the course with an intensive, face-to-face introduction in your cohort location, where you will meet your Nottingham-based tutor as well as fellow students. You will then complete your studies online with individual tutor support, which enables you to develop your practice within your school.

Assessment

Each 15-credit module is assessed by a 3,000-word written assignment.

Online course materials and support

Our online materials provide an interactive learning experience and allow you to study at your own pace. You will be encouraged to interact with other course participants, and each module will involve group activities such as using blogs, wikis and discussion boards.

To ensure you have the appropriate computer requirements to enable you to study online, please view our computer specification guidance notes. Please note, if you are based in China, you may encounter restrictions on software used in some of our online modules. Please contact us to discuss this further.

 
 

Modules

Core

Contexts

'Contexts' is about national and international contexts for education and considers ideas from the philosophy of education about the purposes of education in different national settings.

This introductory module introduces a philosophical, comparative and observational focus which runs throughout the course. Units within the module include 'Purposes of the School Curriculum', 'Understanding International Educational' and 'Understanding the Classroom'.

 
Understanding Learning

This module is divided into two and focuses on classical theoretical approaches to the conceptualisation of learning, mainly from the field of psychology such as motivation, intelligence, behaviourism, constructivism and neuroscience. The second half presents a number of distinctive approaches to learning.

The unit on motivation and engagement explores the work of Bruner and Maslow. The unit on intelligence invites a critical approach to Multiple Intelligence theory and to currently fashionable theories of learning styles. The unit on Skinner and Piaget elaborates the basic principles of these two theorists and invites students to reflect on the strengths and weaknesses of their approaches to educational materials.

The unit on ZPD and scaffolding examines the respective approaches of Vygotsky, Bruner and Wood to ways in which children construct knowledge. The unit on neuroscience provides an introduction to what is happening in the brain when learning occurs.

In the second half of the module, students can choose to study Reggio Emilia, Montessori, Freire, Nyerere, and Makiguchi and Gandhi.

 
Approaches to Teaching

This module includes generic materials on 'teaching strategies' and 'aspects of pedagogy'. 'Teaching strategies' includes materials on questioning, group work and other forms of collaborative learning. 'Aspects of pedagogy' includes materials on student management, planning, assessment, differentiation, special educational needs and inclusion, English as an additional language, and ICT in education.

Depending on the age range in their own school, students are offered several choices between early years, primary or secondary approaches.

 
Investigating Student Understanding

In the final module of the course, students are asked to plan and undertake a small-scale classroom investigation in their own schools. The project is an investigation into the cognitive and affective dimension of the development of learners' understanding by focusing on a case study of one or more learners in the student's own educational context.

In preparation for the research and data-gathering processes, there is a unit within the module on methodological principles of practitioner research. Guidance is also offered on the planning, writing and presentation of the study itself. A research plan in the form of a formative assignment is submitted to the course tutor for comment at an early stage of work on this module.

In the light of feedback on this assignment and ensuing discussion, the course tutor recommends relevant academic and professional literature for background reading. The completed assignment relates investigation findings to this preparatory reading material.

 

 

The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list.

 
 

Funding

Cohorts are currently being recruited around the world. More information on available locations, fees and how to apply is available on our website.

 

 
 

Careers

You may choose to put your 60 masters-level credits towards MA Education or MA Education (Flexible).

Career destinations for our graduates include counsellors, education advisers, language tutors, primary/secondary teachers and vocational/industrial trainers and instructors. A number of our graduates are already in employment while undertaking part-time study for professional development in their chosen career.

Employability and average starting salary

99.2% of postgraduates from the School of Education who were available for employment secured work or further study within six months of graduation. £22,797 was the average starting salary, with the highest being £44,000.*

* Known destinations of full-time home postgraduates 2015/16. Salaries are calculated based on the median of those in full-time paid employment within the UK.

Career and professional development

Whether you are looking to enhance your career prospects or develop your knowledge, a postgraduate degree from the University of Nottingham can help take you where you want to be.

Our award-winning Careers and Employability Service offers specialist support and guidance while you study and for life after you graduate. They will help you explore and plan your next career move, through regular events, employer-led skills sessions, placement opportunities and one-to-one discussions.

 
 
 
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Disclaimer
This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.

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