Module Information
Module Identifier
PDM0430
Module Title
Professionalising your Teaching in HE
Academic Year
2025/2026
Co-ordinator
Semester
Semester 2
Reading List
Other Staff
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Patch 4 – Pedagogical Principles from CPD and readings What have you learned from CPD and pedagogical literature? Discuss one or two readings and one or two CPD sessions with concrete detail about how you apply the principles in practice. List CPD showing you meet the required 12 hours beyond induction. 1000 Words | 20% |
| Semester Assessment | Patch 1 – Professional Values A written reflection on how the professional values inform your practice. 1000 Words | 20% |
| Semester Assessment | Patch 3 – Teaching Observation Teaching observation carried out by a member of the course team. Include a pedagogical justification and reflective report. 1000 Words | 20% |
| Semester Assessment | Patch 2 – Community of Practice Contribute to an online discussion about developing your teaching practice. 1000 Words | 20% |
| Semester Assessment | Patch 5 – Reflective Narrative Tie the patches together, reflecting on your learning journey. 1000 Words | 20% |
| Supplementary Assessment | Patch 1 – Professional Values A written reflection on how the professional values inform your practice. 1000 Words | 20% |
| Supplementary Assessment | Patch 3 – Teaching Observation Teaching observation carried out by a member of the course team. Include a pedagogical justification and reflective report. 1000 Words | 20% |
| Supplementary Assessment | Patch 5 – Reflective Narrative Tie the patches together, reflecting on your learning journey. 1000 Words | 20% |
| Supplementary Assessment | Patch 2 – Community of Practice Contribute to an online discussion about developing your teaching practice. 1000 Words | 20% |
| Supplementary Assessment | Patch 4 – Pedagogical Principles from CPD and readings, What have you learned from CPD and pedagogical literature? Discuss one or two readings and one or two CPD sessions with concrete detail about how you apply the principles in practice. List CPD showing you meet the required 12 hours beyond induction. 1000 Words | 20% |
Learning Outcomes
On successful completion of this module students should be able to:
Apply professional values in your teaching practice. (V1-3, V5)
The learning outcomes are mapped to the UK Professional Standards Framework as indicated by the codes in curved brackets. See https://www.heacademy.ac.uk/ukpsf for a full description of the framework.
Implement an effective and inclusive learning experience that supports all students in learning. (A1-5, V1-2)
Carry out aligned learning activities so that learning outcomes, activities, and assessment work together gracefully to help students learn. (A1-3, K1, K2)
Use insights from pedagogical literature and CPD to inform development of your practice. (V3, K1-3, A5)
Critically reflect on your learning goals and prior assumptions about teaching in order to develop your practice. (V3, K1, A5)
Brief description
The core of the PGCTHE (Postgraduate Certificate in Teaching in Higher Education) is reflection and learning about learning. PDM0430 brings theory and practice together to help you make informed decisions. The practice element comprises the things we do, such as learning design, teaching, assessing and supporting students. This is the ‘What?’ of learning and teaching. This module introduces a range of techniques and tips to help you develop your practice. The theory or pedagogical principles address the rationale behind those practices. This is the ‘Why?’ of teaching based on pedagogical literature. Why do scholars think these approaches would help students learn?
PDM0430 lays the foundation for the action research you will carry out in PDM0530.
This module is mapped against the 2023 version of the Professional Standards Framework (PSF). Upon successful completion of this module, Aberystwyth University staff are awarded Associate Fellow status in Advance HE (AFHEA). While all provision is at the depth appropriate to the FHEA Descriptor, this module assesses only selected Dimensions of Practice.
PDM0430 lays the foundation for the action research you will carry out in PDM0530.
This module is mapped against the 2023 version of the Professional Standards Framework (PSF). Upon successful completion of this module, Aberystwyth University staff are awarded Associate Fellow status in Advance HE (AFHEA). While all provision is at the depth appropriate to the FHEA Descriptor, this module assesses only selected Dimensions of Practice.
Aims
The aim of this module is to develop your understanding of learning design and effective teaching practice, building a pedagogical foundation for the action research you will carry out in PDM0530. We bring theory and practice together so that you can make informed decisions about your teaching. Reflection is central throughout.
Content
Individual consultation to carry out a needs analysis and CPD plan.
18 hours of induction at Aberystwyth University covering evidence-based educational theory and practice, elements of informed teaching, and core principles of learning and teaching. Indicative subtopics include: Exploring assumptions about learning and teaching, reflective practice in a teaching context, engaging with pedagogical literature, active learning, aligning learning activities and assessment with intended learning outcomes, assessment for learning, and inclusive practice.
12 hours attendance at CPD events of your choice covering additional aspects of educational theory and practice (AU or external).
Assessed observations of your teaching by the PGCTHE team.
Coaching sessions with your mentor and the PGCTHE team to develop practice from the needs analysis.
Opportunities to participate in a community of practice and learn from peers.
18 hours of induction at Aberystwyth University covering evidence-based educational theory and practice, elements of informed teaching, and core principles of learning and teaching. Indicative subtopics include: Exploring assumptions about learning and teaching, reflective practice in a teaching context, engaging with pedagogical literature, active learning, aligning learning activities and assessment with intended learning outcomes, assessment for learning, and inclusive practice.
12 hours attendance at CPD events of your choice covering additional aspects of educational theory and practice (AU or external).
Assessed observations of your teaching by the PGCTHE team.
Coaching sessions with your mentor and the PGCTHE team to develop practice from the needs analysis.
Opportunities to participate in a community of practice and learn from peers.
Module Skills
| Skills Type | Skills details |
|---|---|
| Application of Number | This is not a requirement for this module. |
| Communication | Written communication skills are developed and assessed through assessed coursework. Verbal communication skills are developed through consultations and interactive workshops, and assessed in the teaching observation. |
| Improving own Learning and Performance | Reflective practice is used to improve participants’ own learning and performance. This is developed through consultations and the written assessments. |
| Information Technology | Participants develop information technology knowledge through CPD sessions and reading in the pedagogical literature. Information technology use is not explicitly assessed in this module. |
| Personal Development and Career planning | CPD forms the heart of the two modules in the PGCTHE and is required. Participants reflect on what they have learned from CPD in their assessed coursework. |
| Problem solving | Problem solving is not explicitly assessed in this module. Problem solving is developed through workshops as preparation for the assessed problem solving in Module 2 (PDM0530). |
| Research skills | Participants are expected to identify useful articles and books for relevant topics in their written coursework, evaluate and critique the sources, and then synthesise what they have learned into a coherent argument. |
| Subject Specific Skills | n/a |
| Team work | Team work is developed in small-group activities during induction and CPD sessions. It is assessed through the Community of Practice. |
Notes
This module is at CQFW Level 7