The Post Graduate Certificate of Education

¿What is the PGCE?

The initials PGCE stand for ‘Post Graduate Certificate in Education’. This qualification provides the skills considered necessary to teach ages 3-19 in UK independent schools as well as in Mexico through the Anglo Institute of Education and University of Buckingham for schools and/or teachers that envision the impact of effective professional development in students’ achievement. The programme can be offered to teachers in English or Spanish.

¿What is it about PGCE?

The University of Buckingham/The Anglo Mexican Foundation PGCE is offered to teachers working in Preschool, Primary, Secondary and High School level in Mexico.

The scheme of work has a school-based and independent approach. Trainees are required to attend 9 days of Residential and research on relevant educational themes.

This is evidenced through 3 academic assignments. The main focus of the programme is on a mentoring system where Trainees are mentored within their schools by a designated Mentor, under the direction of the Anglo Institute of Education which, in turn, is directed by the Buckingham department of Education.

Trainees are employed by their schools during the year that they take the course.

¿How is the PGCE run?

This PGCE course remains the intellectual property of the University of Buckingham Education Department. The Anglo Mexican Foundation has concluded an agreement with the University in order to ‘bring’ their course to Mexico and adapt it to suit local needs. Responsibility for the PGCE in Mexico falls to the ‘Anglo Institute of Education’ (AIE). In overall charge of the AIE is Simon Brewster. Charlotte Crossland; PGCE Course Director and María Luisa Oropeza; PGCE Course Coordinator.

Training Contract

All candidates on the PGCE course will be required to sign a learning contract at the start of the course. This contract represents a commitment to completing the course and making the most of the PGCE as a learning opportunity. There is also a formal document outlining a student’s commitment to meet their financial obligations to the Anglo Mexican Foundation once the course has been started.

Time scale

The course takes one academic year which runs from September to June.

Admission Requirements

-Issued/awarded University degree (no pending requirements)

-If taking the course in English a working-level of English (CAE) that enables the Candidate to understand PGCE course materials and write at an academic level (C1 in CEFR)

-Availability during at least nine days for Residentials (including some Saturdays)

-To have a signed contract with their school for at least the duration of the course

-To teach at least 10 periods/hours every week.


PGCE Trainees’ comments

“I believe that the PGCE can be described with several adjectives. It was a challenging, incredibly interesting, exhausting experience. Having been teaching for a long time, the PGCE made me a better structured and more reflective teacher. It gave me the opportunity to share my experience with very skilled teachers, finding better ways to help all of my students learn.”

Silvia Ramírez
Classroom Teacher

“The PGCE was a very fruitful experience for me. I definitely became more reflective about my practice, and learned about a variety of strategies and resources that have helped me to enrich my teaching and to try to make me the most of the learning experience of my students.”

Andrea Arredondo
Math Teacher in High School

“I started the PGCE course as an inexperienced teacher who thought I knew what I was doing. I finish the course as a qualified confident teacher who knows what I am doing but also understands the scope in which I can continue to improve my teaching practice in the future. I have learnt how to professionally plan lessons and incorporate differentiation, to vary teaching style and allow students to take ownership of their learning by making activities student-led and inclusive of collaborative work. I understand now how to use different strategies in assessment, behavior management and delivering specific feedback for the purpose of meeting the learning needs of my students. All of which combined was has vastly improved me as a teacher.”

Greg Newton
PE Teacher

Having worked as a high school teacher for nearly eight years, I faced a common challenge for many experienced teachers: I wanted to incorporate new methodologies into the content of my classes, while at the same time getting rid of some of the unproductive habits developed over the years; This motivated me to study the IPGCE.
The structure of the course helped me to enter into the dynamics of constant preparation, the search for new materials and the incorporation of new dynamics in a permanent way, starting from feedback with the mentor, it fosters critical self-reflection, something very Valuable, that I am correct, it helps that the habits are modified and that the classes are enriched, not only in so much that its structure, but because the knowledge and the responsibility of this one, becomes shared with the students themselves. So today, a couple of years after completing the IPGCE I can say that my professionalism, preparation and the tools that I have as a teacher are much broader, always goal oriented and constantly changing towards improvement.

Ernesto Amaro
High School Teacher