Course Overview

The Professional Diploma in Education (Further Education) provides the further education student teachers with the professional knowledge, understanding and pedagogical skills required to carry out their teaching roles and responsibilities. The course has been specifically developed to meet the needs of persons working in the Further Education sector who wish to register with the Teaching Council of Ireland for the purposes of registration as a Further Education teacher in Ireland and the EU, as well as other English speaking countries. 

The PDE(FE) aims to:

  • Provide student teachers with the theoretical knowledge, pedagogical skills and professional competences required to successfully teach and facilitate learning in the further education sector
  • Develop competent teachers whose teaching practice is underpinned by ongoing reflective learning and by the core values of the teaching profession
  • Engender a sense of collegiality and relationship building within the further education sector
  • Foster commitment to the teaching profession built on espousing a love of teaching and lifelong learning, and on championing the potential of all learners.

Applications and Selections

Applications closed for 2018
Early application is advised as offers will be made on a rolling basis.
A limited number of applications may be accepted after the official application closing date, subject to the availability of places.
 

NOTE: You must also upload a copy of your final undergraduate degree result and a copy of your birth certificate or passport when applying online.

Who Teaches this Course

Requirements and Assessment

Teaching Practice Requirements
Applicants must demonstrate that they are in a position to undertake the teaching practice requirements of the PDE(FE).

  • In YEAR 1 applicants must be in a position to commence their Teaching Practice Portfolio.
  • In YEAR 2 applicants must be in a position to carry out their teaching practice class requirements (100 hours of teaching) in subject(s) in which they seek to be registered by the Teaching Council and must be in a position to complete their Teaching Portfolio.

It is the responsibility of each programme participant to arrange a suitable further education teaching practice school or centre.

Entry requirements for the programme are designed to comply with Regulation Five of the Teaching Council (Registration) Regulations, 2009. Regulation Five details the requirements for registration of teachers in the further education sector.  For further information on Regulation Five see The Teaching Council (Registration) Regulations 2009 available at: www.teachingcouncil.ie

Three 2-day workshops are delivered on the NUI Galway campus each year. In addition, Year 1 students attend a 1-day orientation workshop at the start of the year and a professionalism/reflection day at year end.

Key Facts

Entry Requirements

  1. Level 8 primary degree (180 credits)  or
  2. Level 7 ordinary degree (180 credits) and an additional qualification

Please note you must upload a copy of your final undergraduate degree results when submitting your online application.

Garda Vetting
Students must satisfy Garda/Police clearance requirements. Garda clearance must be applied for through NUI Galway, regardless of whether an individual currently holds Garda clearance with another organisation. Further information on Garda Vetting.

Entry requirements for part-time students can be found in our FAQs section (i.e. age, english language requirements etc.). 


Additional Requirements

Duration

2 years, part-time

Next start date

September

A Level Grades ()

Average intake

30

Closing Date

24-August 2018

NFQ level

8

Mode of study

Blended learning

ECTS weighting

60

Award

Professional Diploma in Education (Further Education)

CAO

Course code

Course Outline

Timetable PDE(FE) 2018_19

‌‌‌Course modules include:

  • Teaching Practice and Learning Methods
  • Programme Design, Development and Assessment
  • Psychology of Learning: Theories and Concepts
  • Professional Teaching Practice
  • Quality Assurance: Monitoring and Evaluation
  • The Learning Society: Context, Structure and Policy

 

 

 

 

Curriculum Information

Curriculum information relates to the current academic year (in most cases).
Course and module offerings and details may be subject to change.

Glossary of Terms

Credits
You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
Module
An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
Optional
A module you may choose to study.
Required
A module that you must study if you choose this course (or subject).
Semester
Most courses have 2 semesters (aka terms) per year.

Year 1 (30 Credits)

Required ED515: Psychology of Learning: Theories & Concepts


Semester 1 and Semester 2 | Credits: 10

The module focuses on exploring the key psychological concepts and ideas relating to learning. It analyses the relationship between learning and teaching in the context of teaching implications for individuals with diverse learning preferences. The aim of this module is to provide participants with knowledge and understanding of adult learning theories and concepts, the psychological factors influencing learning and a range of teaching techniques that facilitate achievement of learning.
(Language of instruction: English)

Learning Outcomes
  1. Demonstrate broad and up-to-date general and specialised knowledge of a comprehensive range of psychological theories and concepts of learning together with their contribution to different pedagogical approaches and practices;
  2. Critically assess the concepts and ideas to evaluate their strengths and weaknesses in identifying problems and gaining insights into adult learning processes, and to determine how they relate to professional responsibilities;
  3. Select from the many concepts and ideas relating to adult learning to synthesise new knowledge and skills that will enhance a professional practice portfolio;
  4. Explore ways you can apply your knowledge in your professional role so that what you do is grounded in relevant theoretical assumptions;
  5. Exercise autonomy and judgement in applying your learning in a wide variety of learning contexts including those that are unfamiliar and emerging;
  6. Take responsibility for ensuring evidence-based professional practice and formulating innovative evidence-based responses to unpredictable, complex and ill-defined problems arising in adult learning contexts ;
  7. Reflectively monitor and evaluate your continuing professional development needs to remain up-to-date with significant issues and trends in the field of adult learning theory;
  8. Integrate high standards of ethical values to your professional implementation of new knowledge and skills.
Assessments
  • Department-based Assessment (100%)
Teachers
The above information outlines module ED515: "Psychology of Learning: Theories & Concepts" and is valid from 2016 onwards.
Note: Module offerings and details may be subject to change.

Required ED516: Programme Design Development and Assessment


Semester 1 and Semester 2 | Credits: 10

This module focuses on the principles of curriculum development and design. Students learn about different models of curriculum design with the aim of developing curricula that meet the needs of a diverse range of learners. Analysis of programme aims and learning outcomes and the structuring of educational programmes, content and activities are studied to ensure that curricula are focused and learner centred. The principles of assessment are studied to equip students with the knowledge and skills necessary to develop a range of assessment strategies that are constructively aligned with learning outcomes and that comply with QQI (or equivalent) guidelines.
(Language of instruction: English)

Learning Outcomes
  1. Demonstrate broad, up-to-date , general knowledge and specialised knowledge of needs analysis and utilities this information to identify individual learning needs and to develop curriculum aims, learning outcomes and assessment in line with learner needs including specialist needs the principles of curriculum and programme design.
  2. Evaluate principles of curriculum design, development and assessment in professional practice in order to implement and integrate appropriately adapted pedagogical strategies for diverse adult learners
  3. Formulate programme aims and learning outcomes, course content and assessment procedures that are constructively aligned for predictable, unpredictable and ill-defined situations, competence in sequencing programme modules and facilitates systematic and fair assessment of learning outcomes.
  4. Draw insights and inferences from a range of specialised knowledge in the application of curriculum and programme design and assessment aimed at achieving effective and quality assured outcomes for learners.
  5. Apply analytical skills to the review of literature, to synthesis inquiry frameworks and to appraise the educational and social context, structures and variables in which adult learning takes place.
  6. Exercise autonomy and judgement in critically applying principles of curriculum design, development and assessment, together with constructive feedback in professional practice taking account of programme participants and the context of the learning environment.
  7. Reflectively appraise the knowledge and skills that contribute to successful professional development, and use this knowledge and skill to strengthen individual ability to engage in curriculum and programme design and assessment that will ensure quality assured outcomes for learners.
  8. Adopt professional commitment to curriculum and programme design and assessment through insights into adult learner experiences and contexts to establish motivational, collaborative and empowering learning environments that integrate quality practices of diversity management, inclusion and accommodation.
Assessments
  • Department-based Assessment (100%)
Teachers
The above information outlines module ED516: "Programme Design Development and Assessment" and is valid from 2017 onwards.
Note: Module offerings and details may be subject to change.

Required ED517: Teaching Practices and Learning Methods


Semester 1 and Semester 2 | Credits: 10

The module focuses on the elements of teacher practice effectiveness and student learning that establish conducive learning environments. Consideration of a variety of teaching practices and delivery methods is included along with analysis of media and materials. The aim of the module is to guide students in the application of the principles of good teaching practices, in the establishment of a safe, inclusive and motivating learning environment, in the delivery of effective lessons and in the selection and use of teaching materials and methods that facilitate learning.
(Language of instruction: English)

Learning Outcomes
  1. Critically analyse general and specialised theories, developments and concepts of teaching and learning as they relate to diverse learners, different learning contexts and their specific relevance to professional teaching practice.
  2. Evaluate the implication of teaching and learning roles, learning theories, learning contexts and their application to the teaching and learning for diverse adult learners in the further education sector.
  3. Select, modify and apply advanced skills to critically analyse the delivery of engaging and relevant learning interventions through the methods that facilitate effective teaching and learning.
  4. Draw insights and inferences from a range of specialised knowledge in the evidence-based application of specific pedagogical competences aimed at achieving effective and quality assured outcomes for learners.
  5. Apply analytical skills to the review of literature, to synthesis inquiry frameworks and to appraise the educational and social context, structures and variables in which adult learning takes place.
  6. Manage and take professional responsibility for the complex teaching and learning environment and build learner enthusiasm for teaching and learning activities and the overall teaching and learning process.
  7. Reflectively appraise the knowledge and skills that contribute to successful professional development, and use this knowledge and skill to strengthen individual ability to engage in relevant learning activities that will enhance pedagogical practices, communication skills and implementation techniques.
  8. Adopt professional commitment, through microteaching, to the wider learner community through insights into adult learner experiences and contexts to establish motivational, collaborative and empowering learning environments that integrate quality practices of diversity management, inclusion and accommodation.
Assessments
  • Department-based Assessment (100%)
Teachers
The above information outlines module ED517: "Teaching Practices and Learning Methods" and is valid from 2016 onwards.
Note: Module offerings and details may be subject to change.

Year 2 (30 Credits)

Required ED518: Professional Teaching Practice


Semester 1 and Semester 2 | Credits: 15

This module focuses on the development of teaching practice methods to enable student teachers develop personal and professional competence. Throughout the module core skills are integrated into the development of teaching skills and methodologies. The focus is on developing student teachers as professional practitioners, as reflective and reflexive practitioners, as lifelong learners, as upholders of professional values and codes of practice and as builders of professional relationships and networks. The aim of the module is to provide participants with the opportunity to effectively develop a portfolio of professional teaching practice; the Teaching Practice Portfolio.
(Language of instruction: English)

Learning Outcomes
  1. Critically discuss concepts, models, schools of thought, methods and technology in professional teaching practice
  2. Link broad and up-to-date general and specialised teaching, learning and assessment theory and professional practice including recent issues, development and trends in the professional discipline
  3. Prepare and analyse evidence-based responses to unpredictable, complex and ill-defined problems arising in the professional discipline
  4. Critically analyse and reflect on own professional teaching practice with due regard to the context and situation of the classroom and centre in the wider community
  5. Demostrate automomy in planning teaching, learning and assessment experiences (i.e. unit and lesson plans) appropriate to the context and situation of their classroom and with due regard to the diverse learning needs of the pupils; apply research skills (under close guidance) when designing and preparing teaching, when problem-solving and when seeking innovation in teaching
  6. Exercise autonomy and judgement in applying knowledge and skills when implementing teaching, learning and assessment strategies, including ICT, which promote active learning in the classroom
  7. Manage independently complex and diverse learner-centred learning environments and take responsibility for decisions in unpredictable situations; manage learning, teaching and assessment tasks independently, professionally and ethically
  8. Develop professional relationships with pupils and colleagues through the use of communication and relational skills both inside and outside the classroom
Assessments
  • Department-based Assessment (100%)
Teachers
The above information outlines module ED518: "Professional Teaching Practice" and is valid from 2016 onwards.
Note: Module offerings and details may be subject to change.

Required ED519: Quality Assurance: Monitoring and Evaluation


Semester 1 and Semester 2 | Credits: 5

The aim of this module is to enable further education teachers develop competence in quality assurance. The module focuses on helping participants understand the importance of establishing a systematic quality assurance system in further education, about ensuring that programmes of study meet the requirements of QQI (or equivalent) and the National Qualifications of Ireland, and about implementing the necessary interventions through which quality can be assured. Competence in this area will help learners understand the importance of mainstreaming quality assurance that complies with FETAC (or equivalent) policy and guidelines throughout the education process.
(Language of instruction: English)

Learning Outcomes
  1. Demonstrate a comprehensive and specialised knowledge of Quality Assurance and how it relates to further education and training in Ireland
  2. Explain how quality assurance underpins educational standards as defined by Quality Qualifications Ireland (QQI)
  3. Explain how to build a successful Quality Assurance system in a teaching and educational context
  4. Apply advanced skills to research and critically analyse evidence and to formulate appropriate responses to complex, unpredictable and ill-defined quality assurance issues
  5. Recognise and respond to the value of mainstreaming quality assurance procedures into the administration and management of educational processes
  6. Take responsibility for managing complex quality assurance projects and manage activities related to vocational guidance, competence assessment, recognition of prior learning and the design and evaluation of teaching/ education programmes in accordance with quality assurance procedures and in line with the requirements of QQI and other relevant awarding bodies
  7. Manage quality assurance related learning tasks independently, professionally and ethically, exchanging guidance with peers when appropriate
  8. Express a comprehensive internalised view of the value and benefits of robust quality assurance systems and their contribution to provider and learner experiences.
Assessments
  • Department-based Assessment (100%)
Teachers
The above information outlines module ED519: "Quality Assurance: Monitoring and Evaluation" and is valid from 2016 onwards.
Note: Module offerings and details may be subject to change.

Required ED520: The Learning Society: Context, Structure & Policy


Semester 1 and Semester 2 | Credits: 10

The module focuses on lifelong learning from a European and Irish policy perspective and on how that perspective relates to education and learning in Ireland. The concept of lifelong learning is discussed to contextualise the role of lifelong learning in modern society, in particular how it informs further education and training initiatives. The aim of this module is to provide learners with knowledge of contemporary European and Irish policy on lifelong learning and to explain how policy shapes the current practice of lifelong learning in Ireland. The practical outcomes of policy are examined to demonstrate how lifelong learning has been integrated into teaching and education activities and to establish how lifelong learning can be embedded into future teaching and education activities.
(Language of instruction: English)

Learning Outcomes
  1. Critically analyse the evolution of lifelong learning internationally and how it has been conceptualized theoretically and in society.
  2. Synthesise a broad range of specialised knowledge and theories relating to adult learning and teaching.
  3. Formulate responses showing awareness of up-to-date developments and trends in the Further Education and Training sector, other sectors, agencies and communities in the context of lifelong learning in Ireland.
  4. Draw insights into how lifelong learning policies, documents, structures and issues has impacted and shaped lifelong learning initiatives from national and international perspectives.
  5. Apply analytical skills to synthesise how the professional adult educator adopts the andragogical model and related strategies when facilitating adult learners in the lifelong learning process.
  6. Exercise judgement in how different research issues and theory informs the development and practical application of a lifelong learning approach to adult learning and teaching based on your teaching role.
  7. Reflectively appraise learned knowledge and skills in adult teaching and learning and how such reflection will contribute to your own professional work role, practice and experiences.
  8. Reflect to develop insight into the practical issues that demonstrate your thinking in how lifelong learning has been integrated into teaching and adult learning within society.
Assessments
  • Department-based Assessment (100%)
Teachers
The above information outlines module ED520: "The Learning Society: Context, Structure & Policy" and is valid from 2017 onwards.
Note: Module offerings and details may be subject to change.

Why Choose This Course?

Career Opportunities

Who’s Suited to This Course

Learning Outcomes

On successful completion of the programme, student teachers will be able to:

  • Evaluate teaching practices and strategies to select appropriate teaching methods for diverse learners in the further education sector
  • Apply relevant theories and concepts of adult learning and teaching to teaching practices and methods
  • Develop programme curricula that comply with the requirements of quality assurance policies and national awarding bodies
  • Design and develop formative and summative assessment procedures that constructively support learners’ learning and that assess learners’ achievement of learning outcomes
  • Design quality assurance procedures that monitor and evaluate the academic integrity and standards of QQI (or equivalent) accredited programmes
  • Reflectively appraise the knowledge and skills that contribute to successful adoption of the core values, beliefs and skills of the professional teacher
  • Engage in reflective practice as part of the ongoing development of expert knowledge, pedagogical skills and professional competence.

 

Work Placement

Study Abroad

Related Student Organisations

Course Fees

Fees: EU

€3,500 p.a.

Fees: Tuition

Fees: Student levy

Fees: Non EU

€4,000 p.a.

A fees scholarship of up to 30% may be available for students who wish to upskill for the purposes of re-employment.  Students must be registered as unemployed and in receipt of one of the following: 

  • Job-seekers Benefit
  • Job-seekers Allowance
  • One-parent family allowance
  • Disability allowance
  • Community Employment Scheme
  • Carer’s Allowance
  • Signing for social insurance contribution credits

Please download the 2018_19 Fees Scholarship Form for more information.

Find out More

Edel Molloy
Centre for Adult Learning and Professional Development
NUI Galway, Nuns' Island, Galway
Tel: 091 494058/494055
Email: edel.molloy@nuigalway.ie

What Our Students Say

Safia

Safia Waller |   Current Student

This is a practical course that has armed me with the theory and the knowledge that I feel I will need for facilitating adult learning in the future. While I had little previous teaching experience, the micro-teaching sessions, where short classes are taught in front of tutors and fellow students, gave me confidence in my ability and constructive feedback to improve all aspects of my practice. Studying while working part time and with a young family has been challenging, but with routine weekly study time, the blended learning aspect of the course has suited my busy life. I believe that the area of further education is an exciting and growing one and I look forward to being a part of it.