The Global Alliance Teachers' Training programme incorporates international best practices in education and equips teachers with the skills required to impart quality education that is informative, participative, and productive. The programme helps participants design lessons and concepts that focus on planning for active learning and teaching by using a variety of approaches to help learners learn effectively. They will be able to develop their personal 'Reflective Practice' skills enriched by ideas and experience and learn collaboratively, supporting and supported by their colleagues.
The Diploma syllabus and assignments provide a framework which includes a range of teaching and learning methods making intensive use of technology. The focus is on knowledge development, skills and understanding of key aspects in teaching and learning. Teachers would be equipped to explore and apply new ideas, integrate new approaches and impart education that is effective and impactful.
Curriculum and Course plan:
The programme is designed to enable candidates hone up their professional thinking and practice to achieve the projected learning outcomes. Candidates would provide evidence of their:
Practice –the methodology of teaching practice
Learning − newly-acquired knowledge, skills and understanding
Reflection − skills in analysing, synthesising and evaluating experiences to develop their future professional practice
Two additional modules have been developed to create a deeper appreciation of the fundamentals of education and broaden the teachers' perspective and world view.
|1. Foundations of learning|| Education Philosophy: the thinking behind education
Education Psychology: Basics of learning theories and styles
|2. Exploring Teaching and Learning||This module helps the candidates understand:
The principles of learning and how people learn
The teaching methods and learning activities that engage and motivate learners to learn
The purposes of assessment
The key features of an effective lesson
How to plan, prepare & teach lessons using an appropriate range of approaches to teaching and learning
|3. Teaching and learning in action||This module helps the candidates to:
Design a sequence of learning
Use a variety of teaching methods and learning activities that are predominantly based on constructivist (active) approaches
Assess formatively, using a range of methods
Evaluate a sequence of learning
Develop future professional practice
|4. Developing professional practice||This module helps the candidates to:
Evaluate a sequence of learning to plan for future developments
Evaluate strategies used
Review learning theories
Evaluate own professional practice
|5. Perspectives & worldview||This module aims at wideningthe candidates' horizons of educational thought by:
Educational films and documentaries
Guest lectures and talks
Debates & discussions
Visits to schools
Assessment is through a portfolio of evidence, examined by Cambridge. In their portfolio, teachers demonstrate their knowledge, skills and understanding in the context of their own work, from a variety of sources:
Materials that arise naturally out of the teaching process
Feedback from colleagues, learners and others
Teacher's own reflections on their practice
Face-to-face sessions: The five modules are covered through 120 hours of classroom based sessions.
One-to-one mentoring: Expert mentoring support would be offered during and after the completion of the course.
Support materials: All candidates receive study and support materials for the course and will have access to the ITARI library for reference work.