Bachelor of Education Honours in Educational Psychology

Purpose

The purpose of the Bachelor of Education (BEd) Honours in Educational Psychology is to enable the learners to critically engage with a selection of theories, perspectives, philosophies and educational experiences which challenge taken-for-granted assumptions of curriculum in South Africa and in the wider world. The qualification is also designed to allow learners to study the theories about human development with regard to the stages of human development and apply such theories to a diverse classroom. Furthermore, the learner will understand the philosophical underpinnings of inclusive educational theory to support learners in an inclusive classroom. The qualification is designed to prepare learners for a high level of theoretical engagement and intellectual independence to engage with the issues and challenges in school Educational Psychology. Educators may not be able to register with the relevant Board within the Health Professional Council of South Africa (HPCSA) and may not be able to practise as a counsellor.

Rationale

The Bachelor of Education (BEd) Honours in Educational Psychology intends to address the continuing professional development needs of teachers with a focus on researcher development in Educational Psychology. Given the current issues in the South African educational environment, it has become increasingly important for teachers to critically engage with concerns related to education and be equipped to develop "new" knowledge through research. Hence the development of Teachers as Researchers is imperative both in classrooms and across the broad educational landscape. Thus, this qualification aims to encourage and support teachers to develop skills that strengthen their capacity to identify, conduct and develop research-based solutions to challenges experienced in Educational Psychology in particular. Thus the BEd Honours in Educational Psychology will prepare teachers to be able to undertake independent research at a Master's level.

Recognition of Prior Learning (RPL)

RPL is applied in terms of the Policy on RPL which involves inter alia that a committee be set up to consider individual cases to evaluate the portfolios of evidence outlining the knowledge, competences and skills at NQF Level 8 in order for the candidate to be granted admission to the qualification if he/she does not meet the entry requirements.

In addition, if candidates have completed relevant module(s) at NQF Level 8, opportunities are created to enable the learner to receive credits for these modules.

Entry Requirements

• Bachelor of Education, Level 7.

Or

• An appropriate Bachelor's Degree, Level 7 (e.g. BSc) and an Advanced Diploma in Teaching (or a recognised Professional Teaching qualification).

Or

• A four year Higher Diploma in Education and an Advanced Diploma in Education, Level 7.

The qualification consists of compulsory modules at NQF Level 8 totalling 120 Credits.

• Curriculum Studies, 12 Credits.
• Developmental, 24 Credits.
• Research in Education Psychology, 12 Credits.
• Counselling and Supporting Theories and Skills, 12 Credits.
• Psycho-educational Learner Support in a Diverse Society, 12 Credits.
• Teacher Identities in Educational Contexts, 12 Credits.
• Research Project in Educational Psychology, 36 Credits.

1. Engage with the conceptualisation of the controversial nature of ''curriculum'' as a field of study, including an understanding of the broader impact of curriculum on society.
2. Explain the philosophical underpinnings of inclusive educational theory and support.
3. Describe the concepts, theories and issues in developmental psychology and explain the critical impact of the social context on the development of the child.
4. Discuss how coping theory, theory of happiness, asset-based theories and models of resilience apply to counselling.
5. Conduct independent research/inquiry in Educational Psychology.

Associated Assessment Criteria for Exit Level Outcome 1

• The history, development and evaluation of curriculum in South Africa are understood.
• The complexities of educational change in the South African curricula are explained and the mismatch between intention and the realities of the South African classrooms is discussed.
• The reasons for curriculum change in South Africa from NATED 550 to Curriculum Assessment Policy Statements (CAPS) are outlined.
• An assessment of the impact of curriculum on society as a whole is discussed.
• The various theoretical models which attempt to explain how curricula are constructed are assessed.
• The challenges of an inclusive curriculum for a diverse educational landscape such as South Africa's are explained.
• The possibilities of the teacher's own role as an agent of social change through curriculum are explored.

Associated Assessment Criteria for Exit Level Outcome 2

• The Functional Behaviour Assessment (FBA) theory, Positive Behaviour Support (PBS) and intervention theory are discussed and outline and the application of PBS and FBA in South African schools and classrooms are understood.
• The importance of educational collaboration for the inclusion of all learners is explained.
• An exposition of how educational collaboration can advance inclusive practices is given.

Associated Assessment Criteria for Exit Level Outcome 3

• Bronfenbrenner's eco-systemic approach is applied to the study of child development from a South African socio-cultural perspective.
• Applications of Bronfenbrenner's eco-systemic model to issues of cognitive, language and moral development are identified.
• Piaget and Vygotsky's theories of cognitive development are understood and discussed.
• The phenomenon of resilience in the face of barriers to learning due to poverty, violence and health issues in South Africa are understood and how all of these influence child development is explained.

Associated Assessment Criteria for Exit Level Outcome 4

• A schematic exposition of asset-based approaches is compared with needs-based approaches.
• Asset mapping is understood when planning a counselling session with a child.
• How factors may influence a helping relationship and how the relationship can impact the counselling process are explained.
• Identity formation theory and cognitive regulation theory and how these are related to asset-based counselling are explained.
• The various theories such as coping theory, theory of happiness, asset-based theories and models of resilience that underpin counselling are critically discussed.

Associated Assessment Criteria for Exit Level Outcome 5

• Philosophical underpinnings of different research paradigms are described.
• Research on critical contemporary issues in Educational Psychology is conducted.
• A research problem is identified.
• Appropriate and relevant literature is consulted and the literature review based on the study is synthesised.
• Appropriateness of various research methodologies to particular research problems is assessed and methodologies that are appropriate to addressing the research problem are selected.
• The data is obtained and collated using relevant analysis tools.
• An analysis is undertaken to develop findings and conclusions for the study.
• A written record of the findings of the research undertaken is produced.
• The research findings are written and presented according to the standards expected for research in education.

Integrated Assessment

The qualification complies with the institution's Assessment Policy with a focus on formative assessment and summative assessment. A variety of formative assessment strategies (for e.g. assignments, seminar presentations, contribution to discussion forums, short tests etc.) will be used to develop the learners' literacy and research skills as well as their comprehension and interrogation of key themes/concepts in each module. The approach employed for formative assessment are developmental to enable learners to engage with theoretical perspectives and understandings as well as mastery of literacy and research skills. The formative assessments build learners' capacity to develop proficiencies in designing their research proposal, carrying out the research and writing up the treatise as well as an overall preparation for final exams (if applicable).