Bachelor of Education Honours in English Language Teaching

Purpose

In line with the Policy on the Minimum Requirements for Teacher Education Qualifications (2011), the Bachelor of Education Honours (B Ed Hons) qualification aims to prepare learners for research-based Postgraduate studies in a field of education. It serves to consolidate and deepen learners' knowledge of the field and develop research capacity in the methodology and techniques of that field. The B Ed Hons qualification demands a high level of theoretical engagement and intellectual independence.

This B Ed Hons qualification focuses on laying not only a foundation of educational knowledge (the sociological, psychological and philosophical dimensions of education), but it also supports the development of applied research competence and reflexive practice for educators, and lays a foundation for future research at Masters level.

Towards achieving these aims, the curriculum takes a strong praxiological approach, with all assignments being closely related to professional practice, and the Year 2 research-based specialisms being framed as applied research. From the very first session in Year 1, learners are inducted into the multiple facets of qualitative educational research (purpose, orientations, as well as academic conventions in reading and writing about research). Through activities and assignments, learners are required to engage critically and in theoretically-informed ways with current educational issues, and to consider the implications of these perspectives for their own educational practice.

Rationale

The Bachelor of Education Honours (B Ed Hons) is a qualification that focuses primarily on continuing professional development for teachers (with an emphasis on critical thinking and responsiveness to educational challenges). There is a long-term need in the Eastern Cape to provide continuing teacher professional development opportunities to strengthen the quality of education in the province.

Recognition of Prior Learning (RPL)

This is a teacher education qualification with set professional entrance requirements.

The University recognizes prior learning relevant to the cognate subjects/phases obtained from other universities and from other programmes at the same level at this university, for credit bearing purposes. The RPL policy of the institution will be applied for this purpose, in that this qualification is one in which: "Limited use is made of RPL to award credits towards certain qualifications". If the applicant has previously been granted credits that are relevant to the qualification and are at the same level (level 8), and if the applicant has evidence for that, a Faculty RPL committee will follow due process to evaluate the prior learning of the student. The committee will assess the evidence provided by the applicant and a report will be submitted to the Faculty, which will decide on a ruling to be implemented, based on the report made by the committee.

Entry Requirements

The minimum entry requirements are

• A four-year professional teaching Degree.

Or

• An appropriate Bachelor's Degree with a recognised professional teaching qualification.

Or

• An Advanced Diploma in Education.

This qualification consists of compulsory and elective modules at Level 8 totalling 120 Credits.

Compulsory Modules: 70 Credits

• Educational Ideas and Issues, 40 Credits.
• Educational Research I, 20 Credits.
• Educational Research II, 10 Credits.

Elective Modules: 50 Credits (Choose two modules)

• Adult Education Processes, 25 Credits.
• English Language Teaching, 25 Credits.
• Classroom-based research for English Language Teaching, 25 Credits.

1. Demonstrate a sound knowledge base and critical understanding of education in general and of the area(s) of specialisation in particular.
2. Source, analyse and evaluate knowledge critically in the area(s) of specialisation.
3. Conduct independent inquiry in a specialised area of education, training or development, and report the findings in an academically appropriate ways.
4. Exhibit the potential to act as an academic leader and/or experts in the field of education, training and development.

The following Associated Assessment Criteria will be assessed in an integrated way across all the Exit Level Outcomes.

• Display an informed understanding of national and international policy context of education in general, and of area(s) of specialisation in particular.
• Demonstrate a critically and empirically informed understanding of the socio-cultural, historical and material contexts of education in general, and of area(s) of specialisation in particular.
• Identify and engage critically with a range of responses to key issues in education in general, and of area(s) of specialisation in particular.
• Engage critically with a range of academic texts relevant to the field of education.
• Critically evaluate a range of theoretical responses to an area of educational specialisation.
• Reflect critically on key educational issues from philosophical, sociological and psychological vantage points.
• Consider a range of research design options and make decisions about appropriate use of research methods.
• Reflexively apply relevant theories and concepts to data in a specified educational investigation.
• Demonstrate an understanding of and reflexive engagement with the ethics of conducting educational research.
• Demonstrate an understanding of and reflexive engagement with issues of rigour, validity and quality in educational research.
• Report on small-scale educational research in a systematic, professional and academically appropriate way.
• Think independently and critically to formulate ethical and defensible responses to key educational issues in an area of specialisation.
• Collaborate professionally with others in response to current educational issues.

Integrated Assessment

The assessment for learners is guided by the institution's policy on Assessment which recognises that, "although assessment functions to measure learning, it can also be used to guide and develop that learning". Both formative and summative assessment is designed to create an opportunity for learners to demonstrate through a variety of procedures how they have grown as professionals. Summative assessment consists of written examinations at the end of each year that comply with the institution's policy of assessment, the procedures and practices. The policy stipulates that assessment should be open and transparent to learners and encourages the use of multiple forms of assessment.

The institution has an external examining policy which formalises what is accepted as good practice. The assessment results are first examined internally. Once the results have been consolidated, scripts are sent to the external examiners. The assessment of learner learning achievements is compared at the exit level of the qualification and is subjected then to external examination by appropriately qualified academics. Once the external examiners have completed the moderation of the results, they are sent to the Head of Department (HOD) of the Education Department who consults with lecturers if there are borderline cases or situations where learners could not sit for the examination due to ill health. The Head of Department after finalisation of the results then forwards the mark sheets to the Registrar's office for processing.