Synopsis This programme is designed for those preparing for a career in teaching in the higher education. It focuses on the fundamental principles of teaching, learning and assessment in a community of inquiry following the constructivist collaborative learning approach. By undertaking a range of units of study, students will be able to further develop their knowledge and skills in the areas of teaching, learning and assessment and improve their personal practice, particularly, in the teaching practice unit. The programme is conducted in a blended mode in accordance to the Community of Inquiry Framework three presences (Social Presence, Cognitive Presence and Teaching Presence) and guided by the framework seven principles. Students have think and learn …show more content…
Employ teaching and learning strategies that demonstrate respect and support for the development of students in a community of inquiry. 3. Demonstrate a capacity for reflection and critical analysis of their own practice and for their own continuing professional development. 4. Demonstrate the capacity to use problem solving and scientific skills in implementing the curriculum relevant to the needs of students in a community of inquiry. 5. Design scholarly learning activities that influence and enhance collaborative thinking and learning. 6. Demonstrate the uses of knowledge and skills which enable them to work effectively in any particular educational settings. 7. Implement approaches to assessment, feedback and learning support to foster learning in a constructivist collaborative environments. 8. Foster the development of informed insights into the cultural, historical, philosophical, and economical contexts within which education takes place. 9. Develop expertise in teaching, coaching and mentoring and build credibility to become role model in student centred teaching contexts. Workload Requirements Minimum total expected workload comprises: (a) Contact hours: Discipline Core