The purpose of the module is for pre-service teachers to reflect critically on the various philosophies of education; theoretical frameworks, with special emphasis on Africanization and Decolonisation; and epistemological traditions including Indigenous Knowledge Systems (IKS); and critically reflect on the classroom practices of a teacher. These practices encompass both pedagogical approaches to teaching as well as the leadership and management style a teacher adopts in his/her classroom.

This module seeks to:

• Enhance the conceptual understanding that pre-service teachers have on the social nature of education as a process, and schooling as a social construct to maximize      opportunities for teaching and learning through the constructivist approach. 

• Provide the preservice teacher with the theoretical and practical knowledge needed to effectively manage their classroom, including time management, learner behavior     , learner expectations, and communication with stakeholders within the school environment. These management skills enable the student teacher to create a consistent, supportive, and well-organized learning environment that has a direct impact on learning outcomes. 

• Develop a deep understanding of the link between child and adolescent psychology and the stages of learner growth and development for effective learner learning and engagement as a background to the critical analysis of current instructional approaches that directly impact learner outcomes. 

The module uses the following generative questions as levers for inquiry and exploration:

• How has education changed since the early 1900’s?

• What are the models of curriculum design?

• What are some of the advantages for incorporating IKS in education?

• What are the different types of teaching strategies teachers can adopt?

• How does the effective use of time and classroom management approaches (including layout) affect instruction and learner achievement?

• Why is planning for behavior important for teachers?

• How do teachers identify developmental gaps in learners and what are the instructional strategies that can be implemented to address and support these gaps?

• What are the underlying theories relating to holistic childhood development and how do they influence teaching practice? 

The concepts of management, administration and organization, components of administration process, basic principles of modern management theories, principles of good administration, administrative behavior and styles, leadership behavior, role of the Head of the educational institute and different styles of leadership, educational supervision, types and methods, qualities of supervision, role of District Education Officers, administration of education at different levels, role of the center and state, schools administration, organization of co-curricular activities, school and community, problems of finance, issues in educational administration such as decentralization, autonomy, academic freedom, students participation, and so forth are introduced in this module. 

The aim of the module is to enable the students to understand and apply the practices of management and administration of schools

This module describes the basic concepts and practices in educational measurement, and helps to develop skills and competencies for the use of testing techniques. It helps to gain an understanding about various educational and mental measurement tools, and also enables the student teacher to interpret test results.

The aim of the module is to afford students an opportunity to gain a deeper and critical understanding of Educational Measurements and Evaluation.

The aim of the module is to grant students an understanding of educational technology, and to develop their skills of using technology and innovation in the teaching and learning processes. 

This module introduces the concept, need, meaning and approaches of educational technology, programmed learning, classroom interaction, CAI, CAL, multi-sensory approach to education, Edgar Dale’s Cone of Experience, classification of teaching learning materials, auditory, visual and audio-visual aids.

Through this module the student teachers will be enabled to be acquainted with the meaning, need and importance of Islamic Studies. This helps to familiarize them with aims and objectives of teaching Islamic Studies. It acquaints teacher trainees with the methods and techniques of teaching Islamic Studies, the importance and format of lesson planning, the importance and use of Teaching Aids, the process of curriculum development and the process of evaluation used in the discipline.

The aims of the module are to:

• Equip student teachers with the ability to define, create and maintain an effective learning environment. 

• Introduce students to contemporary approaches in a range of teaching & learning skills. 

• Develop confidence in a range of initial teaching skills through reviews, analysis, demonstration, peer coaching and guided feedback 

• Provide students with detailed knowledge and understanding of the content and assessment methodology for Islamic Studies education.

The purpose of this module is to develop student teachers pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPACK) in Mathematics for higher grades of secondary education. It begins with a brief examination of the features of effective mathematics instruction as a background for the critical analysis of current methods of teaching mathematics in the phase. With considerable research into the development of mathematical skills, student teachers will develop an understanding of contemporary strategies that have been validated to positively enhance learners’ acquisition of mathematical concepts. This module will draw upon the latest research and theoretical insights to support student teachers to acquire the necessary practical understanding of mathematical language, abstract concepts, and methodologies.  In addition student teachers will demonstrate an understanding of the relevance of higher secondary mathematics as it relates to future study of the subject. The module will equip student teachers with the knowledge and skills needed for them to function as competent teachers in designing school learning programmes for the 21st century classroom; being mediators of learning; and to teach mathematics in a critically reflective manner. Thus meeting the intended exit-level outcomes of the PGCE programme, to render graduates who are in possession of a well-rounded education that comprises integrated PCK and the educational context. 

The purpose of this teaching methodology and practicum module is to develop and extend the knowledge of a pre-service teacher through development of pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPACK) for the teaching of Physical Sciences in a varying context. Pre-service teachers will be required to plan and present a series of lessons focusing on Content Representations (CoRes) and Pedagogical and Professional-experience Repertoires (PaP-eRs), which will assist them in critical reflection on their own PCK development. The module is intended to provide pre-service teachers with the theoretical and practical knowledge that will prepare them to inspire and challenge their learners to investigate physical and chemical phenomena, thus developing learners’ towards scientific enquiry and the application of Science to the world around. 

Having pre-service teachers exploring (through WIL) and reflecting on classroom setting and varying contexts when teaching Physical Sciences, will allow them to collaborate, communicate and build on pedagogical approaches that are suitable to differing contexts. 

The purpose of this module is to expose students to the knowledge and skills to understand the process of language acquisition, learning and development; to develop theoretically motivated language teaching curricula and to improve effectiveness as teachers of a second and foreign language.

This course provides student teachers with the opportunity to apply their expertise in curriculum design, instructional strategies, classroom management, and assessment to an educational setting. Mixing field observation experiences and full-time teaching, student teachers will be required to use competency-based educational theories and practices in real-life teaching and learning environments. A minimum of 8 weeks is assigned to WIL and four of these weeks will be consecutive. Students will have the opportunity of gaining teaching experience. Student teachers will be assessed by their mentor teachers followed by academic staff (in the subject specialist field) from IOU.

Over the course of the WIL module, student teachers during school-based practical teaching experience will develop a professional teaching portfolio.