Bachelor of Education Honours in Geography Education

Purpose

The Bachelor of Education Honours in Geography Education qualification aims to prepare teachers for research-based postgraduate studies in a field of education. It serves to consolidate and deepen the teachers' knowledge of the field and develop research capacity in the methodology and techniques of that field. The qualification demands a high level of theoretical engagement and intellectual independence.

This Bachelor of Education Honours in Geography Education qualification focuses primarily on continuing professional development for teachers with emphasis on critical thinking and responsiveness to educational challenges.

Rationale

The Bachelor of Education Honours in Geography at the university is a long-established 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 and in South Africa to provide continuing teacher professional development opportunities to strengthen the quality of education in the province. This 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 Master's level.

Recognition of Prior Learning (RPL)

Learners may apply for RPL for informal, non-formal and experiential learning for access to the qualification. This application will need to be accompanied by a portfolio of evidence of competence in teaching geography. This may provide access for professionally qualified Intermediate and Senior Phase teachers who have experience in teaching geography as part of the Social Science Learning Area but have no specialisation in teaching such in their initial teacher education qualification.

The University recognises prior learning relevant to the cognate modules obtained from other universities and from other qualifications at the same level at this university, for credit bearing purposes. Once the learners have been accepted and registered for the qualification, they may obtain credits through the assessment of registered modules of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• A four-year professional teaching Degree.

Or

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

Or

• An Advanced Diploma in Education, National Qualifications Framework (NQF) Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework 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)

• Adult Education Processes, 25 Credits.
• Quality Teaching and Learning in Primary Education, 25 Credits.
• Bilingual Education for Diversity and Access, 25 Credits.
• Educational Leadership and Management, 25 Credits.
• English Language Teaching 25 Credits.
• Environment and Sustainability Education, 25 Credits.
• Mathematics Education 'A' 25 Credits.
• Science Education 'A', 25 Credits.

1. Acquire 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 their area(s) of specialisation.
3. Conduct independent inquiry in a specialised area of education, training or development, and report their findings in academically appropriate ways.
4. Exhibit the potential to act as academic leaders and/or experts in the field of education, training and development.

The following Associated Assessment Criteria will be applied in an integrated manner across the Exit Level Outcomes

• Demonstrate critically informed understanding of national and international policy context of education in general, and of his/her area(s) of specialisation in particular.
• Demonstrate critically and empirically informed understanding of the sociocultural, historical and material contexts of education in general, and of his/her area(s) of specialisation in particular.
• Identify and engage critically with a range of responses to key issues in education in general, and of his/her 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

Assessment of learning in this qualification is guided by the university'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 teachers 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 university's policy of assessment, the procedures and practices. The policy stipulates that assessment should be open and transparent to teachers and encourages the use of multiple forms of assessment.

The assessment of the teacher's 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 the Department (HOD) of the Education Department who consults with lecturers if there are borderline cases or situations where teachers could not sit for the examination due to ill health.

The assessment practices of these modules differ slightly and are not itemised here. However, all these modules conduct formative assessment in the form of individual and group assignments, and summative assessment takes the form of either a written examination in November, or a Portfolio of Evidence which includes a research report (also submitted in November).

For each module, the final mark will be constituted by the combined class mark (50%) and the examination mark (50%).