Year 1 - Semester II

Core Courses:

Research Methods (Quantitative)

Research Methods II will examine the principal elements of quantitative research that include the theoretical underpinnings of the major research designs, methods of data collection, strategies for analyses as well as some of the issues involved in designing a research project. Computer lab work where CPs are required to engage with data analyses will be a major feature of the course.

By the end of the course, CPs will be able to: (i) understand the theoretical basis and assumptions of quantitative research in education; (ii) demonstrate knowledge of different aspects of quantitative research - from conception to analysis and reporting the results; (iii) engage in simple statistical data analysis; (iv) use computer software such as SPSS and Excel in the process of data analysis; and (v) identify and describe ethical and methodological issues in quantitative research.

The course is built around the following components:

• Stages of the research process including problem discovery and definition, research design, sampling, data collection, data processing and analysis, reporting the results and conclusions.
• Hands-on engagement with statistical software (SPSS and/or Excel) for analysing statistical datasets.
• Ethical guidelines (e.g. AKU-IED and AERA/BERA) for research and their relevance/applicability to quantitative research.

The instructions will be a combination of direct instruction and a problem-based approach. Teaching and learning strategies during the course will include reading-based discussions, group work, whole class discussion, lectures, problem-based exercises, case studies, seminars and class presentations. Working with computer-readable data files is an essential component of this course. Hence, on average, an hour will be allocated per week (as part of the contact hours) for lab work. The CPs will be expected to prepare, analyse and interpret educational datasets as part of their lab work. For additional practice, independent learning hours can be structured in consultation with the CPs. The CPs are expected to complete all weekly assigned readings. Moreover, they need to participate actively in classroom and lab activities to maximise their learning.

N.B: Please note that the aim of this course is NOT to turn the CPs into professional statisticians. Rather, this course is intended to help the CPs appreciate the value (and recognise the challenges) of quantitative designs and statistical analysis in educational research as well as to provide the opportunity for engaging in statistical analysis.

Teacher Learning

The fundamental aim of the course is to reconceptualize the notion and ways of teacher learning to enable CPs to develop knowledge, skills and attitude so that they can investigate, conceptualize and implement ways and strategies of teacher learning.

As a result of the course the CPs will be able to:

• Reconceptualize the notion and importance of teacher learning and development
• Enhance their knowledge, skills and dispositions to become reflective teachers and teacher educators
• Recognize various strategies and ways of teacher learning and development such as teacher's lives in a context, mentoring, peer coaching, action research, and professional portfolio and to be able to apply some strategies.
• Critically analyze the current status or practices of teacher learning and development in various contexts
• Evaluate teacher learning programmes.

The course is constructed around three themes: notion of teacher learning; models and approaches to teacher learning and development and monitoring and evaluating teacher learning and development programs.

Specialisation Courses Teacher Education (Curriculum Areas)

English Teaching II

This English Teaching II course aims to give CPs an opportunity to explore and understand the principles and practice of teaching and learning English at the lower secondary level (Classes VI-VIII) in bilingual / multilingual contexts. The course participants will be enabled, through the use of a variety of techniques such as mini research and teaching practice in the field, group discussions and presentations, to relate their new learning with their prior understandings in teaching English at the lower secondary level, as well as to create linkages between teaching English to young learners and to adolescents in an ESL/EFL set-up.

The course will focus on the following themes:

• Reconceptualizing English language learning and teaching;
• Theory and practice of listening, speaking, reading and writing;
• The theory and practice of grammar;
• Effective ways of teaching literature; and
• Evaluation and design of a language curriculum.

Assessment, evaluation and selection of materials will be integrated with theory and practice of different topics and skill areas.

Mathematics Teaching II

The course Mathematics Teaching II also draws upon the curriculum standards for the masters programme at AKU-IED and will build on the Mathematics Teaching I (MT I). Hence, the main course aims, its approach and focus will be the same as in MT I, the difference would be in depth of coverage. The second course will extend, develop further, and provide depth to the concepts, processes and ideas introduced in MT I.

The course will be grounded in the context of mathematics classrooms in the developing world. As in the first course, the content will be organized in four concurrent strands which are: development of mathematics content knowledge; pedagogy and issues in mathematics teaching; students learning of mathematics; becoming a teacher educator and meta-cognition.

By the end of the two courses CPs should be able to:

• Describe and explain the nature of mathematics as a broad and flexible body of knowledge and describe its implication for learning and teaching of mathematics
• Explain and analyze key concepts in mathematics taken from the five key areas of the school mathematics curriculum at an appropriate level (number, algebra, geometry, measures, data handling)
• Identify and examine a range of issues, specific to mathematics as a discipline, that affect teaching and learning of mathematics (e.g. gender, equity, attitude towards mathematics, quality of instructional materials, use of technology)
• Identify and distinguish a range of strategies, skills and frameworks for mathematics learning
• Become aware of key theories of learning of relevance to mathematics (e.g. socio-cultural theory of learning)
• Engage in systematic reflection to improve understanding of mathematics teaching and learning, and their selves as practitioners (e.g. narratives as mathematics teachers and learners)
• Identify and use selected teacher education strategies to support their own learning (critical incident analysis)

Science Teaching II

This course will build on Science Teaching I course. While focus will still remain on helping the CPs to develop an understanding of the practice and theory of science teaching in their roles as exemplary teachers and teacher educators but emphasis will also be given to key issues in the teaching and learning of science and its implications for their work in the schools. Hence the focus of this course will be on:

• Science content knowledge in selected topics in the three disciplines of science - physics, chemistry and biology - at the secondary level;
• Pedagogical content knowledge to enable CPs to teach in the science classroom using innovative but contextually relevant strategies;
• Engage in teacher development processes such as reflective practice, microteaching and peer coaching to learn how teachers learn.
• Teaching and learning issues in the science classroom and its implications for their work in the work in schools, e.g. curriculum issues including analysis, inquiry in the science classroom etc.
• Trends and issues in science education and science teacher education.

Social Studies Teaching II

The course will build on the elements of the Social Studies Teaching I course. The course outline for Social Studies Teaching I and II is here .

Specialisation Courses: Educational Leadership and Management

Strategic Planning and Development

The aim of the course is to develop CPs' understanding of strategic planning and development for enhancing school performance.

The following themes will be addressed through lectures, discussion, jigsaw reading and simulations:

• Theoretical basis of educational planning and development;
• Models of strategic planning;
• Methods and tools for strategic planning; and
• Developing strategic plans for school / organizational development.

Monitoring and Evaluation (M&E)

Evaluation means the systematic collection of information about activities, programmes and

Evaluation means the systematic collection of information about activities, programmes and organizations aimed to influence action and decision-making. Monitoring of inputs and processes, systematic review of individual and institutional performance, and follow up, are proven strategies that facilitate improvement and growth.

The course aims to enable CPs to understand the importance of monitoring and evaluation as a strategy for school improvement, and provide them with skills and strategies to adopt a systematic approach to M&E. The course focuses on the elements of futuristic thinking - goals, targets and standards inherent in strategic planning that help CPs to use monitoring and evaluation purposefully in order to assess performances with regards to schools' goals, targets and standards.

Following themes are discussed in the course:

• Definition and concepts of monitoring, evaluation and review
• Purposes and perspectives of monitoring and evaluation
• Inspection and school self-evaluation
• Teacher Performance Appraisal
• Notion and practices of Supervision
• Participatory Approaches to Monitoring Learning in School
• Bench marking and School quality performance indicators
• Developing Monitoring Plan / Framework