Teaching Qualification in Further Education (TQFE) - Pre-service

Postgraduate Diploma


Introduction

‌The Teaching Qualification in Further Education (TQFE) is the recognised teaching qualification for individuals who wish to pursue a career in the sector. It gives you the recognised teaching qualification for the FE sector and provides opportunities to progress onto further qualifications.

If you are considering a lecturing career in Scottish Further Education, this course provides you with college-based placement experience and a highly relevant and marketable postgraduate qualification.

Accreditation

‌This course is accredited by the General Teaching Council for Scotland.

GTCS logo 2015

Key information

EU Applicants
EU students enrolling for a taught postgraduate degree in the 2017/18 academic year will be admitted as Scottish/EU fee status students and will be eligible for the same tuition support as Scottish domiciled students.

  • Qualification: Postgraduate Diploma
  • Study methods: Full-time, Mixture of online and classroom delivery, Campus based
  • Duration: 1 year (late August - late May)
  • Start date:

    28th August

  • Course Director: Dr Kevin Brosnan
  • Location: Stirling Campus
Download postgraduate prospectus

www.stir.ac.uk/social-sciences

Faculty of Social Sciences
University of Stirling
Stirling
FK9 4LA
Scotland
UK

Course objectives

The Stirling TQFE programme has been offered for 15 years and is a well respected programme. The programme was commended in June 2012 when reviewed by the GTCs. The Stirling TQFE programme (at both UG and PG levels) integrates a range of pedagogic techniques which aim to encourage students to engage with academic and policy literature and to communicate with their peers as part of a ‘professional learning community’. Both face-to-face (on campus or on college based sites) sessions and a variety of online technologies are used to achieve the overall aims of the programme.

The Teaching Qualification in Further Education (TQFE) is designed to meet the needs of the contemporary Scottish Further Education (FE) sector. The content is based on the professional standards for FE staff as laid down by the Scottish Government, and is fully accredited by the General Teaching Council for Scotland (GTCS). The course is suitable for individuals who wish to pursue a career in Further Education.

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Entry requirements

Academic requirements

Applicants for this award must have a minimum of a second class (2.1 preferred) honours degree or equivalent in a relevant subject.

Literacy/numeracy/ICT requirements
Candidates must have both literacy and numeracy skills which meet the demands of the course. The normal entry requirement will be:

  • A National Qualification Course award in English at level 6 on the SCQF (or suitable evidence of being able to attain this standard) or SQA communication level III
  • A National Qualification Course award in numeracy or Mathematics at level 4 on the SCQF (or suitable evidence of being able to attain this standard)

Completion of either of the PDAs for Initial Teacher Training (PDA Teaching Practice in Scotland’s Colleges’ or the ‘Developing Teaching Practice in Scotland’s Colleges’) satisfies the entry requirements in respect of literacy and numeracy skills.

Information & Communications Technology (ICT) Skills
Candidates should have Information and Communication Technology (ICT) skills equivalent to Intermediate 2 (i.e. level 5 on the SCQF). This level of skill in the use of ICT is required partly in order to be able to fully participate on the TQ(FE) course and partly in order to be able to function effectively in the working environment.

Completion of either of the PDAs for Initial Teacher Training (PDA Teaching Practice in Scotland’s Colleges’ or the ‘Developing Teaching Practice in Scotland’s Colleges’) satisfies the entry requirements in respect of literacy and numeracy skills.

English language requirements

If English is not your first language you must have one of the following qualifications as evidence of your English language skills:

  • IELTS: 6.5 with 6.0 minimum in each skill
  • Cambridge Certificate of Proficiency in English (CPE): Grade C
  • Cambridge Certificate of Advanced English (CAE): Grade B
  • Pearson Test of English (Academic): 60 with 56 in each component
  • IBT TOEFL: 90 with no subtest less than 20

For more information go to English language requirements

If you don’t meet the required score you may be able to register for one of our pre-sessional English courses. To register you must hold a conditional offer for your course and have an IELTS score 0.5 or 1.0 below the required standard. View our range of pre-sessional courses.

Flexible Learning

If you are interested in studying a module from this course, the Postgraduate Certificate or the Postgraduate Diploma then please email graduate.admissions@stir.ac.uk to discuss your course of study.

Application procedure

All applicants should contact the Admissions Office to request an application form.

Application Enquiries

Student Recruitment and Admissions Service
Admissions Office
University of Stirling
Stirling FK9 4LA
Scotland UK

Tel: + 44 (0) 1786 467044
Fax: + 44 (0) 1786 466800
Email: admissions@stir.ac.uk

Fees and costs

2016/17 Overseas N/A
2016/17 Home/EU £1,820

From 2016/7 onwards, the fees for all taught postgraduate courses are to be held at the level set upon entry.

Please note there is an additional charge for the conferral of your degree. This will be charged at the rate applicable when you complete your studies. View more information

Cost of Living

Find out about the cost of living for students at Stirling

Payment options

Find information on paying fees by instalments

Scholarships & funding

Pre-service students may be eligible for the Students Award Agency for Scotland (SASS) funding.

information on possible sources of funding

Scholarship finder

Structure and teaching

Structure and content

TQFPP01 Learner Diversity 20 credits SCQF level 11

This is a core module within the postgraduate pre-service TQFE programme. The module provides an essential foundation for the TQFE course with its emphasis on a critical understanding of the diverse groups of students and the implications of this diversity for pedagogic and professional practice. Having studied this module students will have developed a clear appreciation of concepts such as ‘learner identity’, learner biography’, ‘cultural diversity’, ‘differentiated provision’ and the relationship between these concepts and their practice as professional educators.
The broad purpose of the module is that pre-service students of the TQFE programme (PG) develop capacity to respond positively to student diversity in giving support and guidance to learners and for their learning. This aim is supported throughout the module with a focus on the lecturer role in relation to diverse learner identities, students and groups. The module develops student capacity to identify and critically assess their role as a lecturer in relation to current institutional and wider practices, policies and research regarding support and guidance and learning support.

This module draws upon the Professional Standards for Lecturers in Scotland’s Colleges (2012) with particular reference to the Initial Professional Standards for Guidance and Support.

Planned Learning Outcomes:

Specific knowledge and understanding:

    • Critical and in-depth awareness of the notion of identity in research on learning.
    • Extensive, detailed and critical knowledge and understanding of the lecturers’ role in relation to a specific aspect of identity, diversity and learning.
    • Critical and in-depth understanding of the role of the FE lecturer in supporting and guiding students and learning in FE.
    • Critical and in-depth knowledge of policy and practices at various levels in relation to effective support and guidance for diverse learners.
    • Extensive, detailed and critical knowledge and understanding of a specific aspect of identity, diversity and learning.

Generic skills:

    • Apply information and research skills relevant to critical analysis of practice (such as sourcing, synthesising, summarising and critically evaluating policy/good practice/research writings).
    • Exercise high level autonomy and initiative in critical reflection of own and others’ roles and responsibilities in managing communication to improve practice (such as student learner support and guidance conversation, student interview, online materials use and classroom discussion, inquiry-based research).

Cognitive skills:

    • Identify and source appropriate evidence in order to reflect on research and practice.
    • Critical and in-depth evaluation, analysis and synthesis of issues regarding student support and guidance, informed by developments at the forefront of the subject through a variety of types of evidence.
    • Make informed judgements on how to most effectively support learners and learning in FE contexts.
    • Develop original and creative responses to problems and issues.
    • Academic writing.
TQFPP02 Teaching and Assessment 1 20 credits SCQF level 11

The module aims to provide students with an active learning space for professional enquiry into teaching and learning processes, skills and awareness, and the assessment of learning in post-compulsory contexts. Teaching and Assessment 1 focuses on broad theories of learning, pedagogic strategies and assessment for/of learning. This module focuses on the planning of a research-informed innovation in practice. The module relates to the Professional Standards for Lecturers in Scotland’s Colleges (Scottish Government, 2012) particularly the sections:

  • Planning and Preparing the Learning Experience.
  • Teaching / Facilitating Learning.
  • Assessment

 

Within this module students are enabled to:

  1. Critically examine some of the main theories of learning, teaching and assessment, with some in-depth critique and analysis of selected research-informed sources.
  2. Relate some of theories to their own teaching practice and the strategies other educators deploy with learners.
  3. Identify, critique, and utilise selected academic literature to inform aspects of teaching practice.
  4. In an in-depth manner, critically evaluate and implement strategies to promote learning and conduct meaningful assessment.

 

Planned Learning Outcomes:

Specific knowledge and understanding:

    • Plan for learning through writing lesson plans for their subject area understanding its location within a module plan.
    • Explain with reflective critique how aspects of their plans relate to some of the main theories of curriculum design, teaching, and assessment, generating their own critiques of these relationships.
    • Provide a critical rationale, with some in-depth analysis of research-informed sources, for why educators plan selected strategies, resources and approaches to teaching and assessment.
    • Explain what they can do as an educator in their lesson planning and in their interactions and relations with students so that learning can take place in a challenging, rewarding and inclusive environment.

 

Generic skills:

    • Write about practice in a critical, dialogical and reflective manner.
    • Use oral skills and written skills mediated via ICT to engage in discussion and debate.
    • Work in teams to engage in practice-related creative tasks.
    • Use time effectively to manage work and studies in a professional context.
    • Use learning opportunities to challenge personal assumptions and generate new personal knowledge.

 

Cognitive skills:

    • Address problems found in practice contexts as starting points for professional enquiry.
    • Interpret evidence found in literature and practice to inquire into professional approaches.
    • Analyse and critique ideas found in literature and theory in order to apply them in practice.

 

TQFPP03 Link Practice 40 credits SCQF level 11

TQFPP03 provides the work-related element of the TQFE course for pre-service students. Within this module students will undertake a variety of activities that require them to make links between their experiences in the work-place, at the university and their development as FE teachers. The first element of Link Practice is the microteaching week on campus. During the microteaching week the students will gain experience in planning, teaching and evaluating lessons in a non-threatening environment.
As they progress through Link Practice students will be given the opportunity to focus on particular aspects of professional practice enabling them to better deal with the complexity of working in FE and addressing the work-based assignments associated with selected modules. Moreover, Link Practice provides the opportunity for students to test out and reflect further on the professional learning that occurs in college and university and through their reading.

Within this module students are enabled to:

  1. Draw on the relevant ideas and concepts to provide an appropriate rationale for simulated and/or placement practice as novice FE lecturers.
  2. Demonstrate the development and appropriate use of work-based skills required of the FE lecturer.
  3. Indicate the values and attitudes needed for working in a college environment.
  4. Display the ability to progressively develop their practice through reflective processes.
  5. Critically examine their development during the TQFE programme.

 

Planned Learning Outcomes:

Specific knowledge and understanding:

    • Methods of planning for student learning.
    • Evaluation of learning resources and their appropriateness for teaching.
    • Techniques for facilitating student engagement and learning.
    • Various forms of assessment (formative and summative).
    • Supporting/guiding learners in relation to their needs and aspirations

 

Generic skills:

    • Develop the capacity to engage in critical, reflective practice.
    • Identify and use various sources of evidence to evaluate own practice.
    • Provide and receive effective feedback for self-development and learner development.

 

Cognitive skills:

    • Critically reflect on own values and deal with issues in accordance with the values and ethics that underpin professional practice.
    • Critically evaluate own practice, and that of colleagues, in teaching/ facilitating learning and assessing using a range of approaches.
    • Critical analyse aspects of practice in light of key theories/concepts.

 

TQFPP04 Teaching and Assessment 2 20 credits SCQF level 11

The module aims to provide students with an active learning space for professional enquiry into teaching and learning processes, skills and awareness, and the assessment of learning in post-compulsory contexts. This module relates to the Professional Standards for Lecturers in Scotland’s Colleges (Scottish Government, 2012) particularly the sections:

  • Planning and Preparing the Learning Experience.
  • Teaching / Facilitating Learning.
  • Assessment

 

In this postgraduate module students encounter and critically examine some of the main theories of learning, teaching and assessment. Key to the work is the idea that practice can be informed by reflection, engagement with colleagues, with the practice setting and, importantly, through relating theory to the practice to teaching and assessing learners. This module focuses on the enactment of a research-informed innovation in practice.

Within this module students are enabled to:

  1. Critically examine some of the main theories of learning, teaching and assessment, with some in-depth critique and analysis of selected research-informed sources.
  2. Relate some of theories to their own teaching practice and the strategies other educators deploy with learners.
  3. Identify, critique, and utilise selected academic literature to inform aspects of teaching practice.
  4. In an in-depth manner, critically evaluate and implement strategies to promote learning and conduct meaningful assessment.

 

Planned Learning Outcomes:

Specific knowledge and understanding:

    • Explain with reflective critique how aspects of their enacted innovation relate to some of the main theories of curriculum design, teaching, and assessment, generating their own critiques of these relationships.
    • Provide a critical rationale, with some in-depth analysis of research-informed sources, for how their innovation in teaching and assessment ensued.
    • Explain what they can do as an educator in their lesson planning and in their interactions and relations with students so that learning can take place in a challenging, rewarding and inclusive environment.

 

Generic skills:

    • Write about practice in a critical, dialogical and reflective manner.
    • Use oral skills and written skills mediated via ICT to engage in discussion and debate.
    • Work in teams to engage in practice-related creative tasks.
    • Use time effectively to manage work and studies in a professional context.
    • Use learning opportunities to challenge personal assumptions and generate new personal knowledge.

 

Cognitive skills:

    • Address problems found in practice contexts as starting points for professional enquiry.
    • Interpret evidence found in literature and practice to inquire into professional approaches.
    • Analyse and critique ideas found in literature and theory in order to apply them in practice.
TQFPP05 Professional Development 20 credits SCQF level 11

The module encourages students to examine their own professional practice in a critical manner and to relate their practice to wider processes of quality assurance at the college, department and individual level. After an initial face-to-face induction session the module is taught online using SUCCEED. A key pedagogic principle underpinning the module is that of developing a sense of a professional learning community whereby all participants are encouraged to learn with and from each other.

Students will be encouraged to examine various debates about professionalism within further education and the implications of these debates for their own professional practice. The module will also introduce students to different frameworks of quality enhancement within further education and students will be supported in critically examining how these frameworks can enhance or hinder their professional practice.

Planned Learning Outcomes:

Specific knowledge and understanding:

    • Interrogate, critically and in-depth, models of reflective practice to identify strengths and weaknesses.
    • Demonstrate an extensive and critical understanding of the principles, purposes and processes of quality assurance, improvement and enhancement and explain the challenges of working as part of a team to improve teaching/learning processes.
    • Identify and critically evaluate various options in relation to professional development needs to achieve individual, team and organisational goals.
    • Examine in a detailed and critical manner the concept of ‘dual-professionalism’ as applied to vocational educators.
    • Critically interrogate different conceptualisations of quality as applied to vocational education.
    • Examine the impact of ‘managerialism’ and ‘performativity’ on the professionalism of the contemporary vocational educator.

 

Generic skills:

    • Engage in critical, reflective practice using appropriate frameworks/models.
    • Identify and evaluate various sources of evidence to be used to identify areas of strength and weakness in professional practice.
    • Use an online, asynchronous discussion area to communicate ideas clearly and effectively with peers and to contribute to the development of original and creative responses to problems and issues.

 

Cognitive skills:

    • Critically reflect on own values and deal with issues in accordance with the values and ethics that underpin professional practice and in relation to a wide range of appropriate academic literature.
    • Critically evaluate own professional practice, and that of colleagues using a range of approaches.
    • Interpret evidence found in literature and practice to inquire into approaches to professional development and to synthesise key concepts from a wide range of academic sources.
    • Critically analyse ideas found in literature and theory in order to apply them in practice in an informed and creative manner.

 

Delivery and assessment

The course is taught using a combination of lectures, seminars and materials made available via Succeed, the University of Stirling's chosen online learning environment.

Core modules are assessed through academic assignments that require students to make links between theory/concepts and aspects of their professional practice. Placements are assessed as part of the Link Practice module – the assessment requires students to maintain an online journal, write reports on their placement and have reports written about them by their college mentors.

 

Recommended reading

Avis, J., Fisher, R., & Thompson, R. (2009) Teaching in Lifelong Learning A Guide to Theory and Practice. Maidenhead: McGraw-Hill International (UK) Ltd.

Ecclestone, K., & National Institute of Adult Continuing Education (England and Wales) (2005) Understanding assessment and qualifications in post-compulsory education and training : principles, politics and practice (2nd ed.). Leicester: NIACE.

Gregson, M., & Hillier, Y. (2015) Reflective teaching in further, adult and vocational education (4th. ed.). London: Bloomsbury.

Gregson, M., Nixon, L., Pollard, A., & Spedding, T. (Eds.). (2015) Readings for Reflective teaching in further, adult and vocational education (4th. ed.). London: Bloomsbury.

Huddleston, P., & Unwin, L. (2013) Teaching and learning in further education diversity and change (4th ed.). New York: Routledge.

Tusting, K., & Barton, D. (2006) Models of adult learning : a literature review. Leicester: NIACE.

Weyers, M. (2006) Teaching the FE Curriculum. London: Continuum.

Modes of study

Face-to-face

Whilst attending teaching days (the programme involves attendance at 20 teaching days on campus spread over the academic year) students will experience large group lectures delivered by TQFE staff and, on occasions, invited guest lecturers. The lectures provide an opportunity for key concepts and issues to be highlighted and for students to receive guidance about key aspects of assessment tasks. Lectures are recorded using the university’s ‘Listen Again’ system and can thus be easily accessed by students attending at college-based sites). The key concepts introduced via the lectures are explored in greater depth in small group seminars and workshops during the rest of the day. In the seminars/workshops students are encouraged to draw upon their own professional experience and context and to share ideas and knowledge with their peers. The opportunity to engage with peers from different subject areas is seen to be a key element of the face-to-face learning and this has been frequently highlighted in feedback from students.

Online

The university’s VLE ‘SUCCEED’ is used extensively as a significant element of the TQFE course. A wide variety of digital resources are made available online including: recordings of all lectures (made available within 24 hours of their ‘delivery’ on campus); e-journals and e-books (made available via electronic reading lists). In addition to ‘in-house’ resources students are also provided with links to digital resources which are provided by various organisations in the FE sector including: ‘College Development Network’, Education Scotland, General Teaching Council Scotland. The wide variety of resources reflects contemporary issues and trends and enables students to interact in a variety of modes (visually and aurally).

The SUCCEED system is also used to support online interaction between TQFE staff and students and between the students themselves. Discussion spaces are used to support each module and these spaces provide a flexible opportunity for students to engage in ‘professional dialogue’ to clarify and deepen their understanding of key topics. The professional practice module (the final module in the programme) makes extensive use of these asynchronous discussion facilities and receives very positive student feedback as a consequence.

Key principles underpinning the Stirling TQFE programme include:

  • Developing awareness of appropriate professional values and attributes of the vocational educator;
  • Encouraging innovation in teaching/learning and wider professional practice;
  • Supporting the development of a ‘professional enquiry’ approach throughout and beyond the programme.

Example timetable

The timetable below is a typical example, but your own timetable may be different.

Teaching days

28th Aug 2015 Administrative induction
31st Aug - 4th Sept 2015 Link Practice – Micro-teaching week
9th Sept 2015 Link Practice – Preparing for placement
16th Sept 2015 Learner Diversity (Day 1)
30th Sept 2015 Learner Diversity (Day 2)
7th Oct 2015 Link Practice – Classroom management
21st Oct 2015 Learner Diversity (Day 3)
4th Nov 2015 Teaching and Assessment 1 (Day 1)
18th Nov 2015 Teaching and Assessment 1 (Day 2)
2nd Dec 2015 Teaching and Assessment 1 (Day 3)
13th Jan 2016 Teaching and Assessment 2 (Day 1)
27th Jan 2016 Teaching and Assessment 2 (Day 2)
3rd Feb 2016 Link Practice – Learning from placement
10th Feb 2016 Teaching and Assessment 2 (Day 3)
4th March 2016 Professional Development – introduction
20th April 2016 Link Practice – review
w/e 11th/18th/25th March 2016 Professional Practice – online discussions

Pre-service students are required to do additional work both on campus and in their college placement. Placements are arranged by the University of Stirling for students on the pre-service course, a commitment of 2 to 3 days per week is needed to satisfy the placement requirements.

Why Stirling?

REF2014

In REF2014 Stirling was placed 6th in Scotland and 45th in the UK with almost three quarters of research activity rated either world-leading or internationally excellent.

In the Research Excellence Framework (REF) 2014, our Educational research had the highest quality of research outputs of any Scottish university, with 100% rated either world-leading or internationally excellent.

Rating

Currently, Education studies ranks as:

  • 1st in Scotland and 9th in the UK, The Guardian University Guide, 2017
  • 12th in the UK, The Independent Complete University Guide, 2017
  • 9th in the UK, The Times Good University Guide, 2016

Displaying our commitment to achieve a high level of; Satisfaction with Course, Satisfaction with teaching, Satisfaction with Assessment Feedback, Student/ Staff Ratio, Value Added, Career after 6 months, and research in Education. In the most recent study by QS, staff from the University of Stirling received 5 out of 5-star rating for teaching.

International Students

The University of Stirling welcomes students from around the world. Find out what studying here could be like for you .

Study abroad opportunities

Please consult the programme director as this is something that is under development.

Strengths

When attending study days on campus at the University of Stirling, a number of facilities are available to make your stay easier and more enjoyable.

The University of Stirling has an outstanding range of accommodation and catering facilities. Located within the historic Airthrey Estate, the stunning 330 acre campus grounds include an 18th Century Castle, loch and golf course and have been described as ‘an exceptional place to study and work’.

Accommodation

The Stirling Court Hotel - one of only two venues in Scotland awarded the highly coveted Conference Centre of Excellence Award provides 100 bedrooms, 365 days a year and features conference, accommodation and dining facilities.

Other accommodation options in and around Stirling can be found at Destination Stirling.

Catering

The University of Stirling offers a wide range of catering options for students, staff and visitors, to suit all tastes and budgets.

The Pathfoot and Haldane's eateries are ideally suited for larger group lunches while other smaller coffee shop/café outlets such as Stir Café and The Bite Costa offer a lighter ‘on the move’ option.

  • Situated in the Atrium
    • Haldanes Eatery
    • Stir Café
    • Market Street
    • Sidewalk
  • Pathfoot Eatery
  • Willow Court ‘Refresh Bar & Bistro’
  • Bite Costa
  • Clive Ramsay’s Cafés within the Macrobert arts centre and Sports Centre
  • Stirling Court Hotel
    • Abbeycraig restaurant
    • Bar menu 

Facilities

University of Stirling students have access to a wide range of facilities and activities within the stunning campus grounds including:

Our staff

The further education sector is varied and complex and needs the highest calibre of teaching staff to achieve its varied purposes. The pre-service TQFE course provides a stimulating and supportive environment in which the next generation of FE staff can develop to meet the exciting challenges of the sector.

Dr Kevin Brosnan, TQFE Programme Director

Careers and employability

Career opportunities

As the recognised teaching qualification for individuals who wish to undertake a lecturing career in Scottish Further Education, the TQFE provides you with a highly relevant and marketable postgraduate qualification. While traditionally the course was undertaken on an in-service basis, it is increasingly the case that colleges prefer you to have completed the qualification prior to entry into the sector. The evidence available suggests that the qualification has been very successful in facilitating career access and progression in Further Education.

Students achieving the Postgraduate Diploma award may progress to the MSc in Professional Education and Leadership, EdD Educational Doctorate or the part-time PhD programme.

Employability

The course provides students with a ‘career change’ opportunity enabling them, on successful completion, to confidently seek employment as a further education lecturer. In the past, some PG Diploma students have been offered employment by their placement college before completion of the course. 

The course requires that students engage in an unpaid work-based placement in one of our partner colleges within the FE sector in Scotland. The placement provides a rich, context sensitive, learning experience for our students as novice lecturers. Support is provided by university tutors and also by experienced college staff who act as mentors in introducing students to the complexities of the modern further education college.

As well as working with our partner colleges in the development and ongoing support of the programmes the GTCs is also involved on an ongoing basis.

Industry connections

Previous placement partners have included:

Ayrshire CollegeCity of Glasgow CollegeDundee and Angus CollegeEdinburgh CollegeFife CollegeForth Valley CollegeGlasgow Clyde CollegeNew College LanarkshireScotland’s Rural CollegeSouth Lanarkshire CollegeWest College ScotlandWest Lothian College

© University of Stirling FK9 4LA Scotland UK • Telephone +44 1786 473171 • Scottish Charity No SC011159
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