More details about the Module

üEmpowering pre-service teachers with competences related to general pedagogy and teaching methodology.

1.Categorize first-year university student-teachers’ perceptions of the teaching profession to reflect on their impact on your future teaching roles and practices,

2.Apply key pedagogical concepts, learning theories, teaching -learning principles, methods, and techniques in diverse teaching and learning situations to enhance student engagement and achievement,

3.Differentiate various approaches to learning to better align instruction with student needs, ensuring a more inclusive and motivating learning environment,

4.Use taxonomies of educational objectives in the lessons planning, delivery and assessment; describe the Competency-Based Curriculum (CBC) in Rwanda and ensuring inclusive and gender-responsive teaching and learning practices to foster equitable learning opportunities for all students.

•Unit 1:Typology of first year university student- teachers in Rwanda

•Unit 2: Key pedagogical concepts

•Unit 3: Theories of learning

•Unit 4: Approaches to learning, principles, methods and techniques of teaching and learning

•Unit 5: Taxonomy of educational objectives

•Unit 6: Planning for teaching and learning

•Unit 7: Assessment in the teaching and learning process

•Unit 8: Gender responsive and inclusive pedagogy

•Unit 9: Competence-Based Curriculum in Rwanda.

•Blended learning: face to face and online

•Teaching methods and strategies: lecturing, group discussion, flipped classroom, demonstration, group and individual works, presentations, forum discussions, self-study, etc.

•Assessment strategies and patterns:

ØDone strictly in conformity with UR academic regulations

ØFormative assessments: 50%

oQuizzes: 10% (face to face and/or online)

oInvigilated CAT: 20% (face to face)

oAssignments: 20%

ØSummative assessment (final exam): 50%

ØAny case of cheating and plagiarism = zero mark

ØAttendance is mandatory