Syllabus for
Post Graduate Diploma (International Education)
Academic Year  (2023)

The Post Graduate Diploma in International Education (PGDIE) and the International Baccalaureate Educator Certificate (IBEC) is an academic programmes designed as dual qualifications for students in schools in India and abroad. The International Baccalaureate Organisation (IBO) recognises the PGDIE offered by CHRIST (Deemed to be University) for the issue of an IB Educator Certificate in Teaching and Learning for the Diploma Programme (IBDP)

The PGDIE is a one-year programme, structured to be delivered in a blended mode. It suits students and teachers who wish to enhance their professional qualifications and career prospects. The curriculum is designed to prepare competent and professional educationists who can perform various roles in the field of education. Experienced university professors, IBEN members, IB School coordinators, teachers, and educational leaders will deliver the academic programme.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: ?Research skills: Apply the knowledge of research in solving social and educational problems?

PO3: Adaptability: Understand principles of learning and teaching and adapt these principles to their own practice

PO4: Facilitation: Identify approaches to teaching and learning and create a variety of learning environments? that support student learning and assessment.

PO5: Clarity and comprehensiveness: Possess clarity of thought and clarity in expression; ably articulate with comprehensiveness

PO6: Social awareness and contribution: Reflect on one?s progress as a reflective and collaborative practitioner and articulate a process of integrating new learning into professional behavior.

Programme Specific Outcome:

Programme Educational Objective:

Course modules, assignments and assessments, aligned with the philosophy, mission, standards and practices of IB, will prepare students for international education settings. The blended part comprises hybrid teaching, video conferencing, workshops, online presentations and webinars. Workshops led by international and IB facilitators, and university professors are a rich resource for professional learning and networking. The internship in IB schools provides opportunities for the students to observe, interact, learn and teach in IB Schools

Students are evaluated for each course on the basis of Continuous Internal Assessment written submission and viva. Each course carries a maximum of 100 marks

This course is offered in the first semester. It creates awarenessabout theeducational systems at the national and international levels. This course will help the students in acquiring the knowledge of educational schools of thought. The student teachers will understand the need for developing a sound understanding of philosophical bases of International Baccalaureate education. Students also acquire the knowledge of principles and processes of teaching, learning and current pedagogical practices in the International Baccalaureate education. Educational thoughts of great thinkers and their influence in the society are also discussed to motivate the teacher trainees to reflect about their roles as teachers.

This course is offered as a core course in the first semester of the programme. It introduces the students to a variety of theoretical perspectives, principles and philosophies in education. It helps the students acquire knowledge on curriculum designs, development and evaluation. It engages the students in practices of international mindedness and inquiry-based learning.

This core course is offered in the first semester. It brings out the relationship between teaching, learning and assessment. It creates an understanding on the assessment of learners' understanding. It trains the trainee teacher in numerous ways of formative and summative assessments with respect to the International Baccalaureate Diploma Programme. Furthermore, the student teacher would gain knowledge and computations skills of basic descriptive statistics needed for analysis of assessments

Course Description

This core course establishes the importance of educational psychology to understand the development of learners—physical, cognitive, social-emotional, and moral. The course will enable the in-service teachers to take appropriate curricular decisions. The course provides in-service teachers with the vocabulary to discuss their academic experiences.

With the focus of the course on topics such as individual differences, intelligence, attention, memory, motivation, the objective of the course is to enable in-service teachers to use these as a basis to effectively plan their lessons for the learners in the class, teach, manage, and assess the students.

Course Objectives

The course will enable the in-service teachers to:

- describe the various developmental characteristics of adolescents

- apply the different views of learning suitably to the contexts

- understand individual learner differences to suitably plan lessons, teach, and assess

This core course is offered in the first semester. The students learn about the underlying purposes of research in general, and specifically about the nature and purposes of action research. They will understand the models of action research; the stages in the action research process; plan an action research: identify a topic, review the literature; develop the research: formulate research questions, design quantitative or qualitative, or mixed methods research; comply with the research ethics protocols; collect and analyse data; reflect upon the interpretation of the data and conclusion; and, based on the reflection, formulate a plan of action for the future. The students must understand the action research processes to write an action research proposal, stemming from a situation from their own classes or school; and they will carry out their proposal as an action research project in the following semester. The students are required to keep in mind that engaging in meaningful research henceforth in their professional careers is a must to enhance their educational practice and professional development.

This course introduces students to the aims and objectives of teaching School subject at national and international schools. It introduces the essential elements of School subject teaching and practice needed to teach School subject in an effective and inspirational manner. It develops the skills and competencies required for a School subject teacher to teach School subject in the global context.

The course purports to prepare a professional teacher. Teacher agency is vital to being a professional teacher. Students will know how to analyze their professional needs, the avenues available for developing professionally, how to communicate, grow and thrive in professional learning commModuleies, research, evaluate and reflect on furthering one’s continuous professional development.

This core course is offered in the second semester. It helps to acquire knowledge on emerging national and international concerns such as Human rights, Peace, health and safety, sustainable development and service learning. It gives an opportModuley for students to debate, negotiate, and resolute contemporary issues in education in global context.

This paper will help the students acquire knowledge of Educational Management and leadership. Students will understand the importance of decision making building effective teams. Further the Students will understand the concept of Total Quality Management. Students will also understand the various dimensions of Organizational Culture and the various styles of Leadership followed in Educational Institutions.

This is a general paper offered in the fourth semester. The students learn the fundamentals of Educational Technology, WEB 2 Technologies, Programmed learning, Instructional design, ICT in school education and its application in the teaching-learning process. They prepare a technology based lesson on the texts prescribed at the secondary level and present them effectively in the classroom. They also have hands-on experience on use of computers at school for academic and administrative purposes.

Internship for PGDIE students at CHRIST’s School of Education, will be carried out in IB schools for a duration of one month which includes, observation, assisted teaching, and teaching with opportunities to reflect on the roles and responsibilities of IB teachers, the structure of the school, school culture, teaching techniques, assessment practices, feedback system, support system, and creating digital reporting systems.  Internship will be conducted during the second semester and will be held under the close supervision of a Faculty member. The intern is expected to maintain all the relevant academic documents (Reflective journal, observation book, lesson plan, teaching aids, unit plan documents) with respect to teaching practice as instructed by the department. Each trainee will be assigned with a mentor for effective monitoring of internship session. 

Learning Objectives

An Intern will be able to

·       Interact and learn from school mentor experienced in relevant field on assessment practices, teaching strategies, campus culture, International mindedness, and student support systems

·       Observe their mentors and peer teaching and reflect on the various element of classroom teaching techniques

·       Create Module plan and Lesson plan

Each candidate in the 2nd semester of the PGDIE program must carry out an action research project on a classroom-related issue. They will systematically apply the theoretical principles of action research learnt in the first semester of the program to a real classroom context. They will complete an Ethics Application Package for research compliance with human participants and submit to their research supervisors. After the supervisors approve the research topic, methodology, tools, the application, consent and assent forms, the candidates will approach the heads of institutions from where they propose to collect data and seek their permission to conduct research. After procuring permission from the parents on the consent forms and from the students on the Assent Form, the candidates will conduct the research. Candidates will collect and analyze the data, and present their research.
During the allotted online class, the candidates will meet with their research supervisors regularly to update them and to also seek feedback.
The course will enable the in-service teachers to:
●    Identify an area of focus around the teaching-learning process or environment
●    Comply with research ethics
●    Collect data
●    Analyze and interpret the data
●    Develop a plan of action
●    Write a Research Report
●    Present their findings