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In-Service Postgraduate Diploma in Education: EDUPD6007 - Practice Development Placement 1, 2, and 3- PGDE


This course is designed to provide high-quality professional teaching and learning experiences for students with increased opportunities to (a) reflect on practice, (b) plan and implement innovations in classroom teaching, learning and assessment and (c) evaluate the effectiveness of pedagogic innovations in different classroom contexts. Students will reflect on and evaluate the effectiveness of their practice and draw on a range of evidence to support their evaluative conclusions in collaboration with their College academic advisors. Students will be introduced to a range of innovative, evidence-based pedagogies, classroom management strategies, curriculum development and assessment practices and policies relevant to a variety of school settings. Students will be supported in developing critical reflective thinking and enquiry skills in the planning, delivery and evaluation of lessons during the 33 weeks of school-based Practice Development Placement across two semesters. They will use the knowledge and practical skills developed in this and other courses of the Program to develop innovative pedagogic solutions to complex and challenging teaching, learning and assessment problems and grow as reflective, enquiry-oriented innovative practitioners engaging creatively in developing practices consistent with UAE national professional standards for teachers.


Journal Articles

Week 1

Practicum Orientation - Review of expectations and Handbook Introduction to Practice Development Placement 1 Introduction to Peer-observation and Mentorship


Palazzolo, A., Shahbazi, S. & Salinitri, G. (2019). Working towards change: The impact of mentor development on associate teachers and faculty advisors. Interchange 50, 321–337.

Bolton, G. & Delderfield, R. (2018). Reflective practice: Writing and professional development (5th ed.) SAGE Publications. pp.25-50

Week 2

Enhancing Student Engagement through Innovative Pedagogic Strategies: Metacognitive Strategies

Peer-Mediated Instruction Differentiated Instruction

Anthonysamy, L., & Choo, A. (2021). Investigating self-regulated learning strategies for digital learning relevancy. Malaysian Journal of Learning and Instruction, 18(1), 29-64.

Iwamoto, D.H., Hargis, J., Bordner, R.,& Chandler, P. (2017). Self- regulated learning as a critical attribute for successful teaching and learning. International Journal for the Scholarship of Teaching and Learning, 11(2), 1- 10

Pedro, A., Piedade, J., Matos, J.F. & Pedro, N. (2019). Redesigning initial teacher’s education practices with learning scenarios. International Journal of Information and Learning Technology, 36( 3), 266-283.




Week 3

Effective Assessment Practices in Teaching and Learning: Formative Assessment (AfL)

Summative Assessment (AoL)

Data-driven instructional decision making

Panadero, E., Andrade, H., & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45(1), 13-31.

Alwi, A. & Hussin, R. (2018). Becoming socially responsible: The implementation of Project-oriented problem-based learning. International Journal of Contemporary Educational Research, 5(2), 103-112.




Week 4




Week 5


Pedagogic Innovation Reflection Report 1 Due


Week 6

Technology-Enhanced Teaching and Learning :

Instructional Technology Devices and Software Emerging Technology in Education (e.g., AI, robotics)

Evidence-Based Practices in Distance Learning (online, hybrid)

Harris, C. J. (2016). The effective Integration of technology into schools’ curriculum. Distance Learning, 13(2), 27–37.

Milikić, N., Gašević, D., & Jovanović, J. (2018). Measuring effects of technology-enabled mirroring scaffolds on self-regulated learning. IEEE Transactions on Learning Technologies, 13(1), 150-163.




Week 7

Developing Teacher Leadership Skills:

Classroom Management

Effective Communication with Students, Colleagues, and Families

Frost, D (2012). From professional development to system change: Teacher leadership and innovationProfessional Development in Education 38(2):205-227.

Grice, C. (2019). Leading pedagogical reform. International Journal of Leadership in Education, 22(3), 355-370,

Epstein, J. L. (2018). School, family, and community partnerships in teachers’ professional work. Journal of Education for Teaching, 44(3), 397-406,



Week 8


Pedagogic Innovation Reflection Report 2 Due



Week 9




Week 10

Resourcing and managing professional growth

(research partnership- networking- professional organizations- continuous PD)

O’Hara, S., Bookmyer, J., Martin, R. & Newton, R. (2019).Theory of action for resourcing professional growth. Journal of Professional Capital and Community, 4(1), 52-65.

Week 11

Forming Teacher Identity

Dinkelman, T. (2011): Forming a teacher educator identity: Uuncertain standards, practice and relationships. Journal of Education for Teaching: International Research and Pedagogy, 37(3), 309-323.

Beijaard, D. (2019). Teacher learning as identity learning: Models, practices, and topics. Teachers and Teaching, 25(1), 1-6.

E-Portfolio Part I Due



Week 12

Introduction to Practice Development Placement 1 Lesson Planning and Differentiation of Instruction Readings:

Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3),131-140.

Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with universal design for learning (UDL). Teacher Education and Special Education, 36(1), 7-27.

Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one- size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336-362.




Week 13

Enhancing Active Student Engagement in the Classroom: Technology-Enhanced Teaching and Learning

Peer-Mediated Instruction (student grouping practices)

The role of Self-Regulation in Effective Teaching and Learning Embedding Student Voice within Instruction


Pianta, R.C., Hamre, B. K. & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. Handbook of Research on Student Engagement. Springer. pp. 365-386

Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, (1), 11.




Week 14


Week 15


Week 16


Week 17

Formative Assessment: Assessment for Learning Questioning Strategies for Building Critical Thinking Skills Project-Based Assessment


Eby, J. W., Herrell, A. L. & Jordan, M. L. (2011). Teaching in k-12 schools: A reflective action approach. Prentice Hall. Chapter 12

Week 18


Effective Summative Assessment Practices Providing Students with Meaningful Feedback Data-Driven Instructional Decision Making

Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring relations between formative and summative assessment. In Transforming assessment. Springer, Cham. pp.53-80

Obilor, E. I. (2019). Feedback and students’ learning. International Journal of Innovative Education Research, 7(2). ISSN: 2354-2942

Pedagogic Innovation Reflection Report 4 Due



Week 19


Week 20


Week 21


Week 22

E-Portfolio Part II Due


Week 23

Planning/ Teaching/ Reflection

FOCUS: Designing and Delivering Inquiry-Based Lessons for Diverse Student Population (Track-Specific)

Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194-214.


Week 24

Planning/ Teaching/ Reflection

FOCUS: Planning and Implementing Interdisciplinary Units (Track-Specific)

Weinberg, A. E., & Sample McMeeking, L. B. (2017). Toward meaningful interdisciplinary education: High school teachers’ views of mathematics and science integration. School Science and Mathematics, 117(5), 204-213.

Via ECAE Library

Week 25

Planning/ Teaching/ Reflection

FOCUS: Peer-Mediated Teaching and Learning Strategies (Track-Specific)

Pedagogic Innovation Reflection Report 5 Due

Week 26

Planning/ Teaching/ Reflection

FOCUS: Strategies for Self-Regulated Learning (Track-Specific)

Iwamoto, D, H., Hargis, J., Bordner, R., & Chandler,P. (2017) Self- Regulated Learning as a Critical Attribute for Successful Teaching and Learning, International Journal for the Scholarship of Teaching and Learning, 11(2) 1-10


Week 27

Planning/ Teaching/ Reflection
FOCUS: Embedding Digital Technology in Teaching and Learning (Track-

Week 28

Planning/ Teaching/ Reflection
FOCUS: Developing Effective Formative Assessment Tools (Track-Specific)

Week 29

Planning/ Teaching/ Reflection
FOCUS: Designing Effective Summative Assessment Tools (Track-Specific)

Week 30

Planning/ Teaching/ Reflection
FOCUS: Designing Effective Rubrics (Track-Specific)


McGatha, M. B. & Darcy, P. (2010). Rubrics at Play. Mathematics Teaching in the Middle School, 15(6), 328-336.


Week 31

Planning/ Teaching/ Reflection
FOCUS: Data-Driven Instructional Decision Making (Track-Specific)
Professional Growth Plan Due

Week 32

Planning/ Teaching/ Reflection
FOCUS: Evaluating Pedagogic Innovation Refinements (Track-Specific

Week 33

Debriefing Session
E-Portfolio (Part III) Submission