ÎåÒ»³Ô¹Ï¹ÙÍø

Key Features of the Programme

Teaching-Learning Methods

Collaborations with University of Melbourne & University of Durham, UK

Assessment Strategy

e.g. Critical Practices in Teaching and Learning

Task 1 ¨C Practical Application 40%
Designing of lesson plan and demonstration of teaching methodology

Task 2 ¨C Portfolio 30%

Task 3 ¨C Written critique 30%
Analysing, criticising and synthesising the importance of innovations in instructional strategies, teaching methodologies
 

ST501/ST501s Philosophy of Education

This course aims to provide educators in great depth with one of the foundation components for the discipline of education. It serves as the core knowledge for the education discipline in line with the Malaysian Teacher Standards and exposes learners to the different core values, philosophies and theories of education. The course covers four significant parts, namely social and cultural theories; philosophy as education; teaching and curriculum; and ethics and upbringing. This course discusses the theoretical philosophy that impacts education. It also constructs a personal philosophy of teaching for praxis teaching. This course also helps students to evaluate the core values of educational philosophies and theories critically.

ST502/ST502s Sociology of Education 

This course examines the relationships between education and society by reviewing a variety of theoretical perspectives on education. This course discusses the educational institution¡¯s multiple social roles within the community, the social structures found within educational organizations and their implications for improving educational practice. The module covers four major parts, namely sociology of education: A unique perspective for understanding schools, equality of educational opportunities, the school as an organization and the education system and environment: A symbiotic relationship. Different parts of the module expose learners to the key concepts and theories in the sociology of education.

ST503/ST503s Psychology of Education

This course is one of the foundation components for the discipline of education and is in line with the Malaysian Teacher Standards. The course focuses on the application of psychological theories, principles and models to teaching and learning. It covers four major parts, namely developmental characteristics and theories of learning; student differences and diversity; learning and thinking; and creating a positive environment for learning and teaching.

ST504/ST504s Critical Practices of Teaching and Learning in Higher Education

This course aims to provide educators with a deep understanding of fundamental learning theories and their application to achieve the best teaching practices in their classrooms. They will experiment with new teaching methodologies with an emphasis on inculcating critical thinking for effective instruction along with techniques on how to develop lesson plans and manage diverse learners and classrooms. Putting theories into practice, educators will be involved in teaching observations, starting from the cycle of planning and implementing lessons, getting feedback from students, mentors and peers to improve practices. Using formal and informal approaches to learning and the use of pedagogical and andragogy research, there will be critical reflections on learning and teaching practices. This will enable educators to be more informed and critical in their development journeys as educators.

ST505/ST505s Assessment, Feedback and Evaluation in Higher Education

This course aims to introduce educators to the principles and practices of assessment in tertiary education. In understanding the principles, strengths and limitations of different assessment approaches, educators will be able to improve their skills in designing different assessments appropriate to their course needs. This course will also focus on the basic concepts related to testing, measurement and evaluation for educators. Educators will learn to design functional formative and summative assessments with an emphasis on the item and test construction, analysis, interpretation and improvements of items in various assessment tasks. Practical evaluation is based on receiving feedback from students, peers and external assessors on the quality of the assessments. The principles and practices of practical assessments are thus based on the cycle of development, feedback and evaluation and educators will have opportunities to practise these principles in their contexts and increase their understanding with colleagues.

ST506/ST506s Curriculum Planning and Development

This course is designed for educators to develop their essential knowledge and skills in developing, implementing and ultimately evaluating the curriculum for different learners in different contexts. This course will include topics such as curriculum principles and concepts, the different roles of faculty/department staff in curriculum planning and evaluation process, the components of the process as well as technology in curriculum and instruction. This module provides course participants with an opportunity to examine, explore, reflect on, and integrate a range of practical and theoretical issues relating to curriculum development in higher education. The aim is to develop a holistic view of curriculum development in higher education as a continuous process that includes planning, designing, implementation, evaluation and change as constituent parts. Module participants are enabled to develop a critical awareness of the complex contexts of higher education and how curriculum development can inhibit or extend opportunities for students from varied social and cultural backgrounds.

ST507/ST507s Microteaching and Teaching Practicum

Microteaching is a teacher training technique practised worldwide. It provides teachers with an opportunity to perk up their teaching skills by improving the various teaching techniques. With proven success among novice and seniors, microteaching helps promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills, help student-teachers to learn the art of teaching before their teaching practice in a real classroom. The course provides core training for the student-teachers. It aims to equip students with the ability to develop an understanding of how learners learn and the concept of the teacher as a reflective practitioner. It also aims to introduce students to contemporary approaches and a range of teaching skills through reviews, analysis, demonstration, peer coaching and guided feedback. Learners examine how to select specific teaching methods through a process of effective planning. They will design, implement and evaluate learning episodes and teach for 5-10 minutes while being recorded on digital video in the microteaching lab. They will critically reflect on each skill, performance and impact.

ST508/ST508s Teaching Practicum

This course enables students to acquire teaching competencies in education institutions and prepare them for the realities of teaching. This course plays a significant role in bridging theory and practice. Students have an opportunity to gain experience in the education industry by venturing into a 14-week practical training. During the practicum, students are mentored and guided by their mentors through systematic observations, guidance and advice.

ST509/ST509s Learning Technologies with Higher Education

Today¡¯s younger generation is seeking more engaging and more vibrant learning experiences due to the vast exposure in the digital world. There is a need for using innovative ways to use technology to foster interaction, collaboration, and increased excitement for learning. Educators shall be exposed to the new participatory learning culture where learners build, tinker with, explore, share, and collaborate with others online, while utilizing free and open educational resources, learning portals, and open source software across educational sectors. This course introduces educators to an understanding of millennial learners, learning strategies with emerging technologies, blended and full-online learning and the different issues and perspectives associated with these topics. These include the use of MOOCs and Web 2.0 based technologies like Wikipedia, massive gaming, collaborative writing, YouTube for teaching and learning. Educators will be able to design learning units for a variety of educational settings in individual and group projects.

ST510/ST510s Effective Communication Skills and Group Dynamics

This course aims to enhance educational practitioners¡¯ communication skills pertinent to group dynamics and teamwork. Effective communication skills are crucial competencies not only in dealing with people from various sectors of society but also in the learning process of students and the successful negotiations in the corporate world. Through a good command in spoken and written English, excellent and appropriate language choice, proper body language, acceptable norms and behaviours in group interaction, positive motivation, and strong interpersonal skills, educators and other practitioners can facilitate engaging discussions to achieve maximum success. There are additional competencies related to forming and sustaining groups, relating to various groups and individuals that would be learnt in this course. Practitioners thus become more critical and reflective in applying the concepts learned to their respective work-places.

Note: This is an estimated fee, as different countries have different visa processing charges and administrative fees. For more information, kindly refer to your region¡¯s counselor for the detailed fee breakdown.