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Teacher Training (Lifelong Learning)

If you have a passion for a particular subject and think you would enjoy working with young people and adults, helping to shape a positive future for them, then teaching in post-16 further or higher education could be for you.

Providing a wide range of opportunities for students looking to start or progress their teacher or trainer career in the post-compulsory sector, we can find a course that will help you realise your ambition.

If you have a degree but have never taught before or if you are an existing practitioner wishing to develop your career in the education sector by adding to your existing qualifications, we can help you on your journey to becoming a qualified teacher in the FE/ HE sector (please note these are not primary or secondary school training programmes).

During your studies you will be challenged with questions, scenarios, and problems as you develop your personal teaching style. You’ll gain real, first-hand experience, learning from the people in the roles you want to be in and from those who have been in your shoes. Benefiting from a personalised teacher mentor, we’ll help you develop the skills you need for employment.

This practice-based programme equips trainees with the skills and knowledge required for teaching, in a range of contexts. Successful applicants will be supported in finding a teaching placement (if they are not ‘in-service’) and a subject specialist mentor, and will also have the opportunity to work with subject specialist Teacher Educators, at the University of Huddersfield (the awarding body).

Successful completion of a Certificate in Education, Professional Graduate Certificate in Education or Post-Graduate Certificate in Education programme with us can support the application for Qualified Teacher Learning & Skills status, through the Society for Education and Training.

Finding the Correct Programme for You:

We offer a range of programmes which relate to the highest level of qualification you currently have, such as if you have level 3-5 qualifications you would be looking at a Certificate in Education (level 5) and if you have an honours degree within your subject area (and possibly post graduate qualifications) you may consider the Professional Graduate Certificate in Education (level 6) or Post Graduate Certificate in Education (level 7).

Many of our trainees already work within the teaching sector (these are ‘In-Service’ trainees and can typically study their programme alongside working commitments), though some trainees do not currently work in the sector and may require placements arranging (these are ‘Pre-Service’ trainees).

 

Our Teacher Training Courses

Our Staff

Deborah Ellis BA, MA, QTLS

Subject Area Lead School for Education

I am the Subject Area Lead for Education and centre manager delivering Initial Teacher Education for the Lifelong Learning sector. My career has spanned several sectors, mainly post 14 and HE work, holding QTLS

Jim Phillips – MA, BDes(Hons), PGCE, SFHEA

HE Curriculum Lead: Teacher Training and the Humanities

With many years of experience teaching, running a department and mentoring PGCE trainees within the mainstream secondary sector (11-18), I joined DNCG as a HE lecturer in education based studies. Within HE I have programme led and lectured on a range of programmes including the NASENCO (formal SENCO qualification) and BA(Hons) Education Studies, before becoming Deputy Head of School and now Curriculum Leader for Teacher Training and the Humanities. I am delighted to lecture on our teacher training programmes.

Paula McCay MA BEd (Hons) NPQH

Lecturer Teacher Education

I have a broad range of teaching experiences spanning 36+ years. Half of my previous experiences have been spent in leadership roles as a Deputy Head Teacher, Acting Head Teacher, Head Teacher and more recently as a University Based Mentor/Tutor for Bishop Grosseteste University (BGU) in Lincoln. My current role enables me to support trainee teaching to develop effective pedagogical approaches to supporting the learning of children and young people.

Graduate Profiles and Student Comments

Laura F

  • MA International Fashion Design Management – Huddersfield University
  • BA (Hons) Fashion Design with Marketing and Production – Huddersfield University

“As a professionally trained multi-product Fashion Designer and Product Developer with over a decade of experience within the industry, I found that I always felt the most fulfillment when training and mentoring others. I began to look at ways in which I could share my skills and started mentoring students at a local university, I found this opportunity incredibly rewarding, and with a view to getting into education, I completed my Master of Arts with a focus on Fashion Education. This provided me with a great insight into education and an overview of the curriculum, digital skills, terminology, and theory. I was just missing the skills and knowledge on how to teach!

I made the decision to apply to the PGCE at DN Colleges Group as they offered a part-time course that would work perfectly around my role in the industry, providing me with a unique opportunity to maintain and develop my dual professionalism. The PGCE course has been a real eye-opener for me, being completely new to education, I have been provided an excellent opportunity to glean skills, knowledge, and advice from my peers whilst also learning the ropes within education.

My knowledge and skill set have significantly improved thanks to the education faculty at the University Campus, who have provided lectures and exercises that have been fundamental to my comprehension of the role of a teacher. I have found the theory and the variety of pedagogical approaches and strategies fascinating and have honed and developed my skills in accordance with this, building upon them each year.

My interest in teaching has grown throughout the course, majorly due to the diverse assignments and topics in which we have covered, having the opportunity to tailor the assignments to your subject specialism ensures that the information in which you are researching is always relevant. As the course is affiliated with the University of Huddersfield, there is a wealth of resources available to us as students ensuring rich currency within our research.”

Laura P

“I would recommend this course to anybody who is already tutoring or teaching. It underpins all the skills you are already learning, gives you more classroom confidence and it feels like a great sense of achievement when you have completed a PGCE as well as working full time.”

Already working in education as a Maths and English Lecturer within a special needs setting, Laura wanted to continue in the profession while developing her practice and subsequently obtaining a teaching qualification.

Offering a range of delivery models, DN Colleges Group was able to provide Laura with the possibility to attend evening lectures once a week, so that she could honour her work commitments alongside developing her professional practice through study.

Subject Specialist Case Studies

Aurora A

My research focused on using trauma-informed practice and person-centred approaches in the classroom to better understand and respond to behaviours that challenge. Drawing on Health and Social Care principles and theories like the Triune Brain, Social Learning Theory, and Behaviourism, I explored how proactive, therapeutic strategies such as co-regulation, relationship-building, and reflective practice can create safer, more supportive learning environments — especially for young people experiencing mental ill-health or disadvantage.

From the Subject Specialist Conference, I learnt that many college staff are facing similar challenges with students and there’s a clear appetite for further training in trauma-informed approaches.

This collective recognition has encouraged me to take my research further by exploring reactive strategies too, particularly how our current disciplinary procedures could be adapted to better reflect trauma-aware practice.

Samantha S

Attending the conference was a valuable and inspiring experience that enriched my PGCE journey.

I had the opportunity to present my poster, which explored the ongoing challenge of bridging the gap between theory and practice in nursing education. My research focused on how experiential learning, reflective practice, and stronger collaboration between academic and clinical settings can enhance students’ ability to apply theoretical knowledge in real-world care environments.

Sharing this with peers and hearing their feedback helped me reflect on the practical relevance of my ideas. I also gained fresh insights by listening to other presentations on a wide range of educational topics, which broadened my perspective.

A particularly engaging and humorous keynote lecture reminded me of the importance of passion and personality in teaching. Visiting the University of Huddersfield’s campus and experiencing the day alongside my university group added a sense of community and made the event even more memorable.