| Expiry Period |
5 Months |
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| Made In |
English |
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| Last Updated At |
Fri Nov 2026 |
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| Level |
Level 6 |
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| Total Lectures |
37 |
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| Total Quizzes |
1 |
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| Total Duration |
28:08:13.000000 Hours |
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| Total Enrolment |
28 |
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| Reviews | Reviews
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| Short Description |
Trinity's Certificate for Practising Teachers is an in-service vocational teaching qualification listed at Level 6 on Ofqual's Regulated Qualifications Framework (RQF). Designed around pedagogical outcomes rather than specific English language competency and requiring the completion of four practical training activities, the CertPT (Training of Trainers Focus) uses resource evaluation, creation, and application as a vehicle to support the development of teacher educators’ knowledge and practice. Recognising that effective professional development stems from the identification of specific training and learning needs relevant to context, the CertPT provides practising trainers with a deeper understanding of theoretical and practical aspects of teacher education to create more communicative, reflective, and impactful training sessions. |
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| Outcomes |
- Professional Knowledge and Understanding Demonstrate a clear understanding of adult learning principles and how teachers develop professionally. Explain and apply key concepts and methodologies from teacher education and ELT training theory. Recognise the characteristics, needs, and motivations of practising teachers in different educational contexts.
- Resource Evaluation and Adaptation Critically evaluate existing teacher training resources, materials, and session plans for relevance and effectiveness. Adapt and design training tasks, workshops, and input materials to meet the specific developmental needs of teachers. Integrate communicative and learner-centred principles into training resources and session design.
- Training Delivery and Facilitation Plan and deliver effective teacher development sessions using a range of interactive and reflective techniques. Employ appropriate facilitation, feedback, and mentoring strategies to support teachers’ professional growth. Model good ELT practice within training contexts, encouraging reflective and collaborative learning.
- Reflection and Professional Development Engage in systematic reflection on personal training practice to identify strengths and areas for improvement. Demonstrate the ability to link theory to practice in teacher education through evidence-based reflection. Develop a personal action plan for continued growth as a trainer, mentor, or teacher educator.
- Assessment and Professional Impact Compile a portfolio of four written assignments that show critical engagement with training design, implementation, and reflection. Provide evidence of improved confidence, competence, and independence as a teacher educator. Contribute to enhanced training quality and institutional development through effective mentoring and CPD practices.
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| Requirements |
- Professional Background A minimum of two years’ experience in English language teaching (in any context such as schools, universities, or private institutes). Current or recent engagement in a teacher training, mentoring, or academic leadership role is preferred but not essential. A demonstrated interest in teacher development or ELT training.
- Educational Qualifications A recognised initial English language teaching qualification such as CELTA, CertTESOL, or an equivalent Level 5 teaching certificate. Alternatively, candidates with substantial teaching experience but no formal qualification may be accepted at the discretion of the course provider, following a successful interview and pre-course task.
- Language Proficiency English language competence at CEFR Level B2 or above
- Technological and Academic Readiness Access to a reliable internet connection and a computer or laptop capable of handling online learning platforms. Basic digital literacy, including the ability to use Word/Google Docs, email, and online conferencing tools (e.g., Zoom, Teams). Willingness to participate in collaborative online sessions, discussions, and reflective activities.
- Access to a Teaching or Training Context Candidates should have regular access to teachers or classrooms to observe, support, or train (either in person or virtually). If this is not available, a simulated training context approved by the course provider can be arranged.
- Pre-Course Preparation Before starting the course, candidates must: Complete a pre-interview task analysing a sample training resource or activity. Attend an interview (online or face-to-face) to confirm course suitability and readiness.
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