High Diploma in Teacher Preparation

Courses:

Field Training (School Experience) I & II

This course consists of two integrated components:

First Component: Clinical Practice

Implemented over the course of two academic semesters, the clinical practice component includes:

·      4 weeks of school experience practicum(SEP1) during the first semester.

• 14 weeks during the second semester, divided into two (SEP 2)and (SEP 3):
• SEP 2: 6 weeks
• SEP 3: 8-10 weeks

In total, the clinical practice comprises 540 hours of direct engagement in educational settings. This immersive experience is designed to develop professional teaching competencies through active participation in classroom instruction, lesson planning, student assessment, and collaboration with mentor teachers and school principals.

Second Component: University-Based Training

Conducted at the university over a period of 12 weeks, this component offers structured academic and professional support through:

• Enrichment lectures
• Interactive sessions focused on reflective teaching practices
• Academic reading and writing skills
• Microteaching exercises

Together, these components aim to foster a critical and reflective teaching identity, strengthen pedagogical decision-making, and bridge the gap between educational theory and classroom practice.

Pedagogy of Learning and Teaching I

This course introduces foundational themes in the pedagogy of learning and teaching. It emphasizes the importance of fostering meaningful relationships that contribute to the creation of a learning community—whether in physical or digital environments—by leveraging diverse learning resources to promote active learning, grounded in contemporary learning theories.
Key areas of focus include instructional planning, learner performance assessment, and reflective practices for addressing instructional challenges. The course supports the candidates in developing a principled understanding of teaching as an intentional, theory-informed, and context-responsive practice.

Pedagogy of Learning and Teaching II

This course builds upon the foundational principles explored in Pedagogy I and extends them to contemporary educational issues. Topics include gender and education, bullying, the role of stakeholders, and the design of responsive digital learning environments. Emphasis is placed on key educational concepts such as differentiated instruction, inclusive education, metacognitive thinking, and the art of questioning, all within the context of learners' developmental stages.
Moreover, the course deepens the candidates' competence in planning and assessment, encouraging a critical and reflective approach to pedagogical decision-making that aligns with diverse learner needs and current educational innovations.

Subject-Specific Didactics I( Teaching Methods)

This course introduces candidates to the principles and practices of subject-specific didactics. It explores core concepts including the definition, structure, and types of curricula, and emphasizes curriculum analysis as a basis for effective lesson planning.
Candidates engage with contemporary didactic strategies aimed at fostering active student participation and are trained in the selection and application of appropriate assessment tools tailored to the specific requirements of their academic subject.

Subject-Specific Didactics II ( Teaching Methods)

Building on the foundations established in Part I, this course advances the candidates' competencies in interpreting curricula and designing effective instructional experiences. It emphasizes the implementation of active and meaningful learning opportunities that are responsive to learners' individual needs.
The course promotes the use of innovative and research-informed didactic approaches suitable for both in-person and virtual learning environments. Additionally, it introduces the candidates to inquiry-based research as a tool for integrating theoretical knowledge with practical application in the field of education.

Teachers' Standards I & II

These sequential modules constitute a core component of the diploma's professional framework. Candidates are expected to demonstrate progressive mastery of nationally aligned teaching standards.
Each semester outlines clearly defined expectations related to professional practice, ensuring that candidates are equipped to meet the program's intended outcomes and perform effectively in diverse educational settings.​

Elective Courses (3 Credit Hours )

The Educational System in Jordan and the Philosophy of Education
This course offers a critical examination of the structure, development, and philosophical underpinnings of the Jordanian educational system. It explores how philosophical orientations inform educational policy, curriculum development, and pedagogical practices.

1.  Summary of the Study Plan

The High Diploma in Teacher Preparation comprises the following academic components:

Module I (M1): Pedagogy of Learning and Teaching (I & II)

This module focuses on the foundational principles and practices of learning and teaching.

Course Themes:

1. Relationships
2. Learning Environment
3. Learning Conditions
4. Instructional Planning
5. Assessment within the Teaching–Learning Process

Module II (M2): Subject-Specific Didactics (I & II)

This module emphasizes the didactics of subject-specific teaching, covering subjects such as Arabic Language, English Language, Mathematics, Science, and Classroom Teacher

Course Themes:

1. Curriculum and Planning
2. Pedagogical Content Knowledge (PCK)
3. Assessment in Subject-Specific Contexts
4. Inquiry within the subject
5. The Future of the subject

Module III (M3): School Experience (I & II)

This module constitutes the practical training component, spanning 18–20 weeks of clinical practice.

The module is structured into three school-based experiences hosted in partnership schools:

• The three placements are typically undertaken in public and private schools.

During these experiences, candidates are mentored by experienced cooperating\ mentor teachers and gradually transition from observation to active participation and independent teaching. The structure is as follows:

• First School Experience Practicum (SEP1): 4 weeks
• Second School Experience Practicum (SEP2): 6 weeks
• Third School Experience Practicum (SEP3): 8-10 weeks

Collectively, these placements provide candidates with no fewer than 18 weeks of professional teaching practice, allowing them to demonstrate and refine competencies aligned with the HDTP teachers' standards.

Teachers' Standards (I & II)

These standards articulate the professional practice expectations of the High Diploma in Teacher Preparation program. To meet the program's graduation requirements, candidates are expected to demonstrate achievement of these standards by the conclusion of the program through the submission of a professional electronic portfolio.

The standards are benchmarked against internationally recognized frameworks developed by leading experts in teacher education—including those from the United Kingdom, New Zealand, and Singapore—while also integrating the Jordanian Teachers' Standards of 2006. They embody a synthesis of global expertise and national priorities, ensuring that candidates' professional development is informed by both international best practices and locally grounded educational needs.

 Academic Reading and Writing

Complementing the core modules, academic reading and writing represent an essential and integral component of the HDTP program. This element is designed to foster the academic competencies required of candidates, enabling them to:

• Enrich their learning experience through critical reflection, inquiry, and research.
• Express understanding and pedagogical reasoning through advanced academic discourse.
• Engage effectively with contemporary educational scholarship.
• Communicate ideas with clarity and precision in language appropriate to the academic field of education.

This component ensures that candidates develop the capacity not only to engage critically with existing knowledge but also to contribute thoughtfully and reflectively to the broader educational discourse.

Elective Course (3 Credit Hours):

• The Educational System in Jordan and the Philosophy of Education

Program Assessment Structure

Employment and Career Opportunities for Completers of the High Diploma in Teacher Preparation

Upon successful completion of the three modules, the Teachers' Standards, and the elective course, completers are awarded a High Diploma in Teacher Preparation certificate issued by the University of Jordan and duly accredited by the Ministry of Higher Education.

Completers of the program are eligible for employment opportunities in both public schools administered by the Ministry of Education and private schools within the Kingdom.

The program enrolls two categories of candidates:

1. Self-Funded Candidates
   These candidates finance their own studies and are granted the following privileges:
• Guaranteed appointment as the top graduate in their specialization within the Ministry of Education.
• In cases where the candidate is not ranked first, they receive five additional points on the Civil Service Bureau scale, thereby enhancing their employability prospects.
2. Sponsored Candidates (Ministry-Funded)
   These candidates are sponsored by the Ministry of Education, receiving a full scholarship for their studies. Their sponsorship is linked to employment, ensuring direct appointment in the Ministry of Education upon completion of the program.​

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