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高等教学深造文凭

入学时间
一月和七月
课程时长
全时制 : 12个月, 兼读制 : 18-24个月
就读校区
吉隆坡校区
授课模式
全时制 / 兼读制
批准代码
N/145/7/0075; 02/2026
认证代码
MQA/FA7022


概述

这门深造文凭课程为教育工作者(适有/无经验者)而设,提供一个探索教学和学习评估最佳方法的平台,同时探讨如何成为一个有判断力和反思能力的实践者,以提升教学和研究技能。这项课程着重于培训如何使用和综合最新科技,以融入学术实践中,进而提升课堂的活力、趣味和吸引力。您能在课程中发掘迎合您教育目标和成效的技能,并与同侪在专题项目上合作,以取得多学科和跨学科教学知识与视野。此课程专为教育工作者而设,因此为达到弹性上课时间表,70%课程为网上教学。只要你连接到互联网,即可在家里、办公室或咖啡馆学习,体验弹性的学习。不仅如此,随着世界逐渐变得无边界,你可以前往墨尔本大学和达勒姆大学短暂游学,抓紧机会扩大你的知识,学习相关的技能和体验不同的文化。在我们的全方位课程下,担保你能成为一名更出色的教育家。

关于本课程

课程的主要特色

  1. 理论与实践衔接。 大部分的评估任务和磨练都是以教育工作者的学术实践为主,并鼓励他们在工作环境下,展示理论原理的理解和应用至关重要。另外,教育工作者将和来自不同学科的同侪分享他们的经验,从而促进跨学科的分享和理解。
  2. 灵活性。 教育工作者可以在每个学期修读至少一门课程和最多3门课程。
  3. 可迁移性技能。 这些包括教学所需的技能(不同的教学情景),转型评估和反馈,促进深度学习。


教学方式

  1. 通过座谈会和研讨会进行的面对面学习,能为知识建构提供概念性的理解。实践、自我独立和其他(观察其他教室)学习环节,将让你专注于学习如何从理论转为实践,同时提供充足的机会进行跨学科和多学科项目。
  2. 70%的线上教学,以及另外30%的面对面教学。


与墨尔本大学和英国达勒姆大学合作

  1. 目前正与墨尔本的高等教育研究中心(CSHE)洽谈合作。
  2. 目前和爱尔兰的科克理工学院、及达勒姆大学洽谈共享教学资源、高级讲习班和在线评估。
  3. 建议遴选2人前往墨尔本大学或其中一所我们建议的合作大学,进行为期2周的游学。

 



评估策略

例如教学和学习的关键实践 

任务1 – 实践应用 40%
设计编写教案和示范教学方法 

任务2 - 任务组合 30%

  1. 个人资料和教育目标的汇集
  2. 微教学
  3. 教学日记
  4. 通过自我、学生、同侪和导师的教学反馈
  5. 反馈评估(是否达到学习成果、课堂是否具参与性等)
  6. 根据反馈做出的行动计划发展、进度和成果
  7. 当前的成就
  8. 反思教学中的关键问题和研究实践的影响

任务3- 书面评论 30%
分析、评论和综合创新教学策略、教学方法的重要性

 

评估
分数
 
实践应用
40%
 
任务组合(微教学)
30%
 
书面评论
30%
 
总分
100%

入学要求

Academic Requirements

​Master Degree
(Level 7, Recognised by MOHE) in any field

​Master Degree
(Level 7, Recognised by MOHE) in any field

Bachelor Degree
(Level 6, Recognised by MOHE) in any field

CGPA 2.5 or above

​Bachelor Degree
(Level 6, Recognised by MOHE)

(Level 6, Recognised by MOHE)
AND 5-year work experience in a related field

​Others equivalent qualifications recognised by Malaysian Government

To be reviewed by the faculty on a case-to-case basis

English Language Requirements

For Local & International Students
As is the medium of instruction for all postgraduate programmes at UCSI University is the English Language, applicants must meet one of the following requirements to gain admission:

IELTS
Band 5.0
GCE 119 English/ O-Levels English
Grade B+
TOEFL IBT
80
TOEFL PBT
550
TOEFL CBT
213
MUET
Band 3

Applicants with Bachelor’s degrees that used the English Language as a medium of instruction are exempted from the above requirements but may be required to attend an interview or sit for a written test before they are accepted for admission.

课程大纲

FULL-TIME (12 months)
Semester 1
  • Critical Practices of Teaching and Learning in Higher Education
  • Assessment, Evaluation and Feedback in Higher Education
  • Learning with Technologies for Higher Education
Semester 2
  • Curriculum Planning, Development and Evaluation
  • Effective Communication Skills and Group Dynamics
  • Mentoring and Reflective Practice for Higher Education
PART-TIME (18-24 months)
Semester 1
  • Critical Practices of Teaching and Learning in Higher Education
  • Assessment, Evaluation and Feedback in Higher Education
Semester 2
  • Learning with Technologies for Higher Education
  • Curriculum Planning, Development and Evaluation
Semester 3
  • Effective Communication Skills and Group Dynamics
  • Mentoring and Reflective Practice For Higher Education
Courses Synopses
 
 

ST501/ST501s Philosophy of Education

This course aims to provide educators in great depth with one of the foundation components for the discipline of education. It serves as the core knowledge for the education discipline in line with the Malaysian Teacher Standards and exposes learners to the different core values, philosophies and theories of education. The course covers four significant parts, namely social and cultural theories; philosophy as education; teaching and curriculum; and ethics and upbringing. This course discusses the theoretical philosophy that impacts education. It also constructs a personal philosophy of teaching for praxis teaching. This course also helps students to evaluate the core values of educational philosophies and theories critically.


ST502/ST502s Sociology of Education 

This course examines the relationships between education and society by reviewing a variety of theoretical perspectives on education. This course discusses the educational institution’s multiple social roles within the community, the social structures found within educational organizations and their implications for improving educational practice. The module covers four major parts, namely sociology of education: A unique perspective for understanding schools, equality of educational opportunities, the school as an organization and the education system and environment: A symbiotic relationship. Different parts of the module expose learners to the key concepts and theories in the sociology of education.


ST503/ST503s Psychology of Education

This course is one of the foundation components for the discipline of education and is in line with the Malaysian Teacher Standards. The course focuses on the application of psychological theories, principles and models to teaching and learning. It covers four major parts, namely developmental characteristics and theories of learning; student differences and diversity; learning and thinking; and creating a positive environment for learning and teaching.


ST504/ST504s Critical Practices of Teaching and Learning in Higher Education

This course aims to provide educators with a deep understanding of fundamental learning theories and their application to achieve the best teaching practices in their classrooms. They will experiment with new teaching methodologies with an emphasis on inculcating critical thinking for effective instruction along with techniques on how to develop lesson plans and manage diverse learners and classrooms. Putting theories into practice, educators will be involved in teaching observations, starting from the cycle of planning and implementing lessons, getting feedback from students, mentors and peers to improve practices. Using formal and informal approaches to learning and the use of pedagogical and andragogy research, there will be critical reflections on learning and teaching practices. This will enable educators to be more informed and critical in their development journeys as educators.


ST505/ST505s Assessment, Feedback and Evaluation in Higher Education

This course aims to introduce educators to the principles and practices of assessment in tertiary education. In understanding the principles, strengths and limitations of different assessment approaches, educators will be able to improve their skills in designing different assessments appropriate to their course needs. This course will also focus on the basic concepts related to testing, measurement and evaluation for educators. Educators will learn to design functional formative and summative assessments with an emphasis on the item and test construction, analysis, interpretation and improvements of items in various assessment tasks. Practical evaluation is based on receiving feedback from students, peers and external assessors on the quality of the assessments. The principles and practices of practical assessments are thus based on the cycle of development, feedback and evaluation and educators will have opportunities to practise these principles in their contexts and increase their understanding with colleagues.


ST506/ST506s Curriculum Planning and Development

This course is designed for educators to develop their essential knowledge and skills in developing, implementing and ultimately evaluating the curriculum for different learners in different contexts. This course will include topics such as curriculum principles and concepts, the different roles of faculty/department staff in curriculum planning and evaluation process, the components of the process as well as technology in curriculum and instruction. This module provides course participants with an opportunity to examine, explore, reflect on, and integrate a range of practical and theoretical issues relating to curriculum development in higher education. The aim is to develop a holistic view of curriculum development in higher education as a continuous process that includes planning, designing, implementation, evaluation and change as constituent parts. Module participants are enabled to develop a critical awareness of the complex contexts of higher education and how curriculum development can inhibit or extend opportunities for students from varied social and cultural backgrounds.


ST507/ST507s Microteaching and Teaching Practicum

Microteaching is a teacher training technique practised worldwide. It provides teachers with an opportunity to perk up their teaching skills by improving the various teaching techniques. With proven success among novice and seniors, microteaching helps promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills, help student-teachers to learn the art of teaching before their teaching practice in a real classroom. The course provides core training for the student-teachers. It aims to equip students with the ability to develop an understanding of how learners learn and the concept of the teacher as a reflective practitioner. It also aims to introduce students to contemporary approaches and a range of teaching skills through reviews, analysis, demonstration, peer coaching and guided feedback. Learners examine how to select specific teaching methods through a process of effective planning. They will design, implement and evaluate learning episodes and teach for 5-10 minutes while being recorded on digital video in the microteaching lab. They will critically reflect on each skill, performance and impact.


ST508/ST508s Teaching Practicum

This course enables students to acquire teaching competencies in education institutions and prepare them for the realities of teaching. This course plays a significant role in bridging theory and practice. Students have an opportunity to gain experience in the education industry by venturing into a 14-week practical training. During the practicum, students are mentored and guided by their mentors through systematic observations, guidance and advice.


ST509/ST509s Learning Technologies with Higher Education

Today’s younger generation is seeking more engaging and more vibrant learning experiences due to the vast exposure in the digital world. There is a need for using innovative ways to use technology to foster interaction, collaboration, and increased excitement for learning. Educators shall be exposed to the new participatory learning culture where learners build, tinker with, explore, share, and collaborate with others online, while utilizing free and open educational resources, learning portals, and open source software across educational sectors. This course introduces educators to an understanding of millennial learners, learning strategies with emerging technologies, blended and full-online learning and the different issues and perspectives associated with these topics. These include the use of MOOCs and Web 2.0 based technologies like Wikipedia, massive gaming, collaborative writing, YouTube for teaching and learning. Educators will be able to design learning units for a variety of educational settings in individual and group projects.


ST510/ST510s Effective Communication Skills and Group Dynamics

This course aims to enhance educational practitioners’ communication skills pertinent to group dynamics and teamwork. Effective communication skills are crucial competencies not only in dealing with people from various sectors of society but also in the learning process of students and the successful negotiations in the corporate world. Through a good command in spoken and written English, excellent and appropriate language choice, proper body language, acceptable norms and behaviours in group interaction, positive motivation, and strong interpersonal skills, educators and other practitioners can facilitate engaging discussions to achieve maximum success. There are additional competencies related to forming and sustaining groups, relating to various groups and individuals that would be learnt in this course. Practitioners thus become more critical and reflective in applying the concepts learned to their respective work-places.

 

All information is correct at the time of upload and UCSI University reserves the right to make amendments without prior notice.

就业机会

  • 讲师
  • 导师
  • 培训师
  • 辅导员
  • 教育培训顾问

常见问题

Yes, as full time staff, you can only register as part time participant or student.
The PGDTT runs for 2 semesters in a year, from January to June, and July to December. Online lessons, discussions, seminars and workshops run for 14 weeks, after which participants are given 4 weeks to submit assignments and portfolios.
Great! Please fill in the UCSI Application Form and attach a copy of your National Registration Identity Card (for local); a copy of your Passport and Visa page (for international). Please send it to Ms. Nur Fadhlina in FoSSLA.

For enquiries, please contact Ms. Nur Fadhlina at [email protected] or call her at +60391018880 ext 3318.

学费

本国学生

总费用约:

RM 20,480

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国际学生

总费用约:

RM 31,650

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