The Postgraduate Diploma in Education (PGDE) programme prepares university graduates to teach in Hong Kong in sectors ranging from kindergarten to tertiary institutions. The PGDE programme is also relevant to teachers teaching in training institutions, community colleges and international schools. PGDE is a recognized teacher training qualification by the Education Bureau of the HKSAR Government.
The full-time programme is primarily intended for graduates without formal teaching experience.
The programme runs throughout the academic year from September to June. It emphasizes methods and practices of teaching and the theoretical aspects of education. Course participants will be given the opportunity to gain practical teaching experience in Hong Kong schools in the first semester and to undertake further teaching practice in the second semester under the guidance of a university teacher and school mentor.
Students may be required to join evening classes or Saturday classes for some courses.
The part-time programme is primarily designed for students who are serving teachers normally with at least one year of relevant teaching experience. It covers the methods and practices of teaching and the same theoretical aspects of study as the full-time programme.
The programme extends over two academic years of part-time study. Classes are held on two evenings per week in Year 1, and one evening per week in Year 2, from 5:30 to 8:00 p.m., 6:00 to 8:30 p.m. or 6:30 to 9:00 p.m. depending on different courses and run through each academic year from September to June. However, some Major Methods tutors may schedule classes on Saturdays.
Intending candidates should seek prior approval from their principals or employers to ensure that they are willing to release you to attend classes punctually.
The following are the major components of the Programme:
(In-service teachers will be observed in their normal course of teaching)
The Major Methods course examines methods of teaching of subjects of a cognate area within the school curriculum. It focuses on work in Hong Kong schools, and concerns issues such as the place, value and problems of the area within the curriculum; the planning, design and evaluation of lessons, programmes and syllabuses to achieve interest and learning; organization and control in classrooms, laboratories and other teaching settings; new developments in teaching in Hong Kong and overseas; the use of information and communications technology in teaching and learning; methods of assessment; production of resources and evaluation of textbooks and other materials. Candidates are required to take a major methods course of your major methods subject.
The Major Methods course helps you develop specialist subject teaching competence within a Key Learning Area (KLA) of the Hong Kong school curriculum. It is delivered in group seminars and workshops as well as in lectures. You will work on the analysis and development of effective classroom practice. This involves, in part, the synthesis of the best of traditional and newer methods, developed with the support of relevant theory and empirical evidence. The practical focus of the course is supported by microteaching and information technology. Certain groups will be involved in field work, and groups may meet for discussions or activities of common interest at times not specified in the timetable.
The Educational Studies (ES) consists of two courses i.e. EDUC6651 "Classroom learning and student development" (ES1) and EDUC6652 "School and society: Understanding the processes and contexts of education" (ES2).
"Classroom learning and student development" adopts an inquiry-based approach to help pre-service and in-service teachers reflect on their understanding of student learning and development using principles and concepts from psychology of education. Issues addressed include constructivism, conceptions of and approaches to learning, motivation, classroom management, self-esteem, assessment and learning, student diversity and special educational needs, guidance and counselling, teacher-student relationship and stress management. The mode of delivery is to mirror the theories presented in the course. To learn how to teach, it is essential to understand how students learn. One way to do that is for course participants to understand more about how they themselves learn. Instead of receiving information in lectures, course participants will be involved in asking questions, solving problems, sharing ideas, making inquiry, and reflecting on their experiences. We will work together collaboratively as a community of learners as we learn to create a better learning environment for our students. After attending the course, participants will be able to (i) develop an understanding of how students learn and develop; (ii) familiarize themselves with the roles of teachers in facilitating student learning and guiding student development; (iii) acquire understanding and skills with catering for student diversity and individual differences; (iv) reflect on their own beliefs and practices of teaching and learning, guidance and special needs; and (v) develop a positive attitude towards teaching and learning in participating as a community of learners.
"School and society: Understanding the processes and contexts of education" will examine critically the intertwining relationships between schooling and society, i.e. how education and social changes mutually influence each other. A wide range of educational issues will be introduced in this course, including the aims of education, curriculum and assessment reform, values and ethics in education, educational stratification, the medium of instruction, and so forth. Participants will be expected to understand and interpret these educational issues and processes in the context of local, national, and global social transformations. This course will offer theoretical and critical lenses for practitioners to observe, analyze, and reflect on their daily practices and encounters in school.
Due to the nature of educational issues, the sessions of both ES courses are generally interactive in nature. You are often required to read book chapters and/or journal papers and to prepare responses to questions before the sessions. During the sessions, teachers will guide students in identifying relevant issues from the readings for collaborative analysis, critical discussion and more thorough understanding.
The electives are provided to help participants develop their capability to teach in an area other than their Major subject (such as Mathematics, Science, Language Arts, Liberal Studies and others) or to deepen their understanding of educational issues (such as global citizenship, classroom interaction, mistake management, school-based management, technology applications in education, ways to enhance students’ self-esteem). The list of electives to be offered varies slightly from year to year.
For electives offered in 2012-13, please visit:
This course is a professional requirement that enables candidates to develop professional teaching competencies within the school environment. Candidates are required to integrate theory and practice in four domains - Learning and Teaching, Student Development, School Development, Professional Community. Through practical teaching, students commit themselves to six core professional values: belief that all students can learn, care for students, respect for diversity, commitment and dedication to the profession, collaboration, sharing and team spirit, passion for continuous learning and excellence.
Because this component is conducted in schools and involves direct learning relationships with school students, candidates must comply with the following professional requirements: Candidates shall conduct themselves professionally during their studies and towards staff and students in schools or other institutions. Candidates who exhibit behaviour deemed by the Faculty to be threatening or harmful to school children, teachers, fellow students, or to schools and other institutions participating in the programme, may not be permitted to take, or may be withdrawn from the course, and hence will not be able to satisfy the professional requirements of the curriculum.
The core aspects of candidates' performance in the practical teaching that will be assessed include but are not limited to the following:
For full-time students, this course normally comprises not less than eight weeks of teaching practice under supervision. They will be placed, with experienced teachers (mentors) to help, in schools within Hong Kong, to observe, reflect upon school processes, and try out their developing teaching skills. The Partnership Office will arrange practicum placements for all full-time students.
For part-time students, this course normally extends over the period of the curriculum or for a shorter period as determined by the Board of Examiners. They are normally expected to have a teaching responsibility in a school to allow the university tutors to assess their teaching.
An important element of the PGDE programme is the component known as Self-Directed Learning (SDL) sessions. These are timetabled sessions that aim to empower students to take responsibility for their own learning and professional development. During the SDL sessions, students are given the autonomy to decide on what to explore and how to conduct the lessons in a meaningful way.
Full-time students majoring in Chinese and English Language Education are required to participate in a compulsory Immersion Programme of 6-8 weeks (in around October/November 2013) in Mainland China and Australia or another English speaking country respectively, for a mixture of school experience, language study and cultural activities. Subject to confirmation by the HKSAR Government, a proportion of the total cost for the Immersion Programme will be subsidized by the Government. Students are required to contribute the remaining amount of the total cost. Financial assistance may be available from the Tertiary Student Finance Scheme - Publicly-funded Programmes (TSFS) for eligible students.
Hear what our PGDE graduates say:
“ The teacher was really knowledgeable and passionate and provided excellent examples both in her teaching and in the lesson ideas/materials provided. Everything was relevant and I could immediately implement these ideas in my own classroom. ”
“ The best thing about the course was the positive learning environment created by all course lecturers. To the best of their ability whenever possible they gave timely and constructive feedback that helped me make positive changes ”
“ The course helped me to see “how” students actually learn and to enhance the quality of learning through interaction. ”
“ I really enjoyed the way lessons were structured. There were ample opportunities for us to discuss and learn from our classmates. This course was exciting in many ways, definitely a 'breath of fresh air'! Overall, I enjoyed this course a lot and I feel that it is a great first step in preparing me to become a teacher! ”
Fees for September 2013/14 intake are as follows:
HK$300 (non-refundable and non-transferable)
(Payable in 2 instalments)
(Payable in 4 instalments)
Candidates are required to pay a non-refundable deposit on acceptance of offer of admission:
(i) for FT candidates, HK$21,050 for local students and HK$67,500 for non-local students#
(ii) for PT candidates, HK$10,525 for local students and HK$33,750 for non-local students#
(iii) Successful candidates are also required to pay caution money of HK$350 with the deposit.
To be eligible for admission to the full-time programme, applicants should hold a Bachelor's degree with honours of this University, or the equivalent. Applicants are normally expected to have completed a substantial portion of their undergraduate studies in the major subject for which they wish to apply. Intending applicants who have not completed such studies in their first degree may be considered as special cases.
To be eligible for admission to the part-time programme, students should (i) hold a Bachelor's degree with honours of this University, or its equivalent; and (ii) normally be serving teachers in Hong Kong schools with a minimum of one year of relevant teaching experience.
Applicants are normally expected to have completed a substantial portion of their undergraduate studies in the major subject for which they wish to apply and be teaching that subject for a substantial part of their school timetable. Special consideration may be given to intending applicants who (i) hold a recognized Bachelor's degree not majoring in the subject applied, but have relevant teaching experience; or (ii) hold a relevant Bachelor’s degree but do not have a minimum of one year of relevant teaching experience.
Applicants who do not hold a teaching position may still apply for the part-time programme but may be given a lower priority for admission comparing with applicants who have met the admissions requirements specified above.
If a conditional Offer of Admission is given to an applicant without a teaching position, the applicant may be required to submit evidence of having a suitable teaching context (e.g. a copy of the teaching contract or a supporting letter from the school principal) by June 30, 2013 before a confirm Offer of Admission is given. Failing to fulfill the condition(s) of offer by the specified deadline may result in withdrawal of conditional offer due to non-fulfillment of the admissions requirements.
If a confirm Offer of Admission is given to an applicant without a teaching position, the applicant is required to make his/her own arrangement to present himself/herself for Practical Teaching with a suitable teaching context throughout the two years of part-time study. The Practical Teaching requirements will be specified on the conditional Offer of Admission letter.
An applicant who is seeking admission on the basis of a qualification from a university or comparable institution outside Hong Kong of which the language of teaching and/or examination isnot English is required to fulfill one of the following requirements:
|Test of English as a Foreign Language (TOEFL)||550 or above (paper-based test), or
213 or above (computer-based test), or
80 or above (internet-based test)
|International English Language Testing System (IELTS)||Band 6 with no subtest lower than 5.5|
|Overseas General Certificate of Education (GCE)||Grade C or above|
|International General Certificate of Secondary Education (IGCSE)||Grade C or above|
|Cambridge Test of Proficiency in English Language (CPE)||Grade C or above|
Details of subject test and/or interview arrangements will be sent to shortlisted applicants by EMAIL only (at least one day before the subject test/interview).
Major (part-time mode only)
PSHE: History/Chinese History
Science: Biology, Physics
Application for all other Majors has closed.
Application and application fee of HK$300, which is non-refundable and non-transferable, should be submitted online at http://www.asa.hku.hk/admissions/tpg. Early submission of application is strongly encouraged.
Please submit one application with complete set of supporting documents for each Major which you are applying (Note: Different Majors and different study mode/study stream of the same Major are regarded as two programmes). Applicants are not allowed to transfer the chosen Major subject, study mode and study stream of the chosen Major once an online application has been submitted.
Submission of Supporting DocumentsApplicants MUST submit the following required documents immediately after the online application and in any case by the application deadline of June 30, 2013 by post to the Faculty of Education, G/F, Hui Oi Chow Science Building, The University of Hong Kong, Pokfulam Road, Hong Kong. Please attach this checklist and mark your full name, application number, PGDE FT/PT Major subject applied on the envelope:
Applicants whose Bachelor's degree is a top-up programme and/or with advanced standing/credit transfer granted should also attach a photocopy [or the original copy or an officially certified copy] of the post-secondary qualification (e.g. associate degree, higher diploma, etc)
Certificates of HKALE and HKCEE (for applicants applying to the Key Learning Areas in Chinese Language Education, English Language Education, Mathematics, Liberal Studies and Science Education).
TOEFL/IELTS/GCE/IGCSE/CPE/GMAT* official score report
(for applicants from universities or comparable institutions outside Hong Kong where the language of teaching and/or examination is not English).Please note that the University’s TOFEL code is 9671.
You may also ask your home institution to send transcripts directly to the Faculty of Education by completing the “Transcript Request Form” and send it to the appropriate officer of the institution from which the transcript is issued.
* For qualifications obtained in China, a photocopy [or the original copy or an officially certified copy] of BOTH the Graduation Certificate (畢業証書) AND Certificate of Bachelor Degree (學士學位証書) translated to English by the issuing institution is also required.
** Please do NOT submit non-academic related documents.
Important notes to applicants:
University Regulation G6 prohibits concurrent registration by a student for another post-secondary qualification either at this University or at another institution, unless approval of the Senate has been obtained in advance. A breach of this regulation may result in discontinuation of studies at this University. Students may be required to withdraw from / defer the other programme of study after acceptance of Offer of Admission to the PGDE programme.
Successful applicants will be informed of their PGDE admission results by EMAIL, and will receive an official Offer of Admission letter enclosing a Notice of Admission statement by post.
Applicants are required to complete and return the Notice of Admission statement and pay the deposit to secure their place on the PGDE programme. The offer will automatically be withdrawn if the Notice of Admission statement and the deposit are not received by the deadline as stipulated in the Offer of Admission letter.
Applicants are not allowed to transfer the Major subject, study mode and study stream of the same Major after acceptance of offer and during the course of study under any circumstances (e.g. job situation change).
Applicants who do not hear from the Faculty of Education by June 30, 2013 may assume their application unsuccessful. No individual notifications will be sent to unsuccessful applicants.