Bachelor of Education Honours in Mathematics Education

Purpose

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

Towards achieving these aims, this qualification takes a strong praxiological approach, with all assignments being closely related to professional practice, and the Year 2 research-based specialism being framed as applied research. From the very first session in Year 1, students are inducted into the multiple facets of qualitative educational research (purpose, orientations, as well as academic conventions in reading and writing about research). Through on-course activities and assignments, students 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.

The Bachelor of Education Honours in Mathematics Education 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 a Master's level.

Rationale

This qualification offered by this institution 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)

The minimum admission requirements for the Bachelor of Education Honours Degree, is a four-year professional teaching degree or an appropriate Bachelor's Degree and a recognised professional teaching qualification or (a) four-year professional teaching qualification(s) as well as an Advanced Diploma in a cognate sub-field of Education. Because this is a professional development programme, students applying for access to this programme must be professionally qualified and thus satisfy the minimum admission requirements as stipulated in the Revised Policy on the Minimum Requirements for Teacher Education Qualifications (2015). 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 requirements for admission into the Honours Degree are

• A four-year professional teaching Degree at Level 7.

Or

• An appropriate Bachelor's Degree with a recognised professional teaching qualification at Level 7.

Or

• An Advanced Diploma in Education at Level 7.

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

Compulsory Modules Level 8, 70 Credits

• Educational Idea and Issues, 40 Credits.
• Educational Research 1, 20 Credits.
• Educational Research 2, 10 Credits.

Elective Modules Level 8, 50 Credits

• Adult Education Process, 25 Credits.
• Mathematics Education A, 25 Credits.
• Mathematics Education B, 25 Credits.

Exit Level Outcomes

• Demonstrate a sound knowledge base and critical understanding of education in general and of tin the area(s) of specialisation in particular.
• Demonstrate the ability critically to analyse and evaluate knowledge in their area(s) of specialisation, and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to their area(s) of specialisation.
• Demonstrate the ability to conduct independent inquiry in a specialised field of education, training or development, and to report findings in academically appropriate ways.
• Exhibit the potential to act as academic leaders and experts in the field of education, training and development.

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

• Understand national and international policy context of education in general in a critically informed way, and in the area(s) of specialisation in particular.
• Understand the sociocultural, historical and material contexts of education in general in a critically and informed way, and in the area(s) of specialisation in particular.
• Demonstrate the ability to identify and engage critically with a range of responses to key issues in education in general, and in the area(s) of specialisation in particular.
• Demonstrate an ability to engage critically with a range of academic texts relevant to the field of education.
• Demonstrate an ability to critically evaluate a range of theoretical responses to an area of educational specialisation.
• Demonstrate an ability to reflect critically on key educational issues from philosophical, sociological and psychological vantage points.
• Demonstrate an ability to consider a range of research design options and make decisions about appropriate use of research methods.
• Demonstrate an ability to 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.
• Demonstrate an ability to report on small-scale educational research in a systematic, professional and academically appropriate way.
• Demonstrate an ability to think independently and critically to formulate ethical and defensible responses to key educational issues in an area of specialisation.
• Demonstrate an ability to collaborate professionally with others in response to current educational issues.

Integrated Assessment

Integrated assessment is an interdisciplinary approach to assessment of learning. It is based on combining, interpreting and communicating knowledge in this field of study. In this qualification, integrated assessment is ensured by incorporating both formative and summative assessment strategies into the learning programme. Assessment strategies are underpinned by the Exit Level Outcomes and Associated Assessment Criteria, which are designed in articulation with the level descriptors and the scope of practice. As such, all elements are aligned with the purpose statement of the programme. Integrated assessment will take place within the context of an active learning environment, in adherence to: quality assurance policies, procedures and processes; a guided and supported learning environment.

Formative assessment will thus mainly involve integrated types of assessment, used to inform students about their progress on a continuous basis throughout the semester. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to formative assessment. Marks collected from this evidence may be recorded for promotional purposes or may be used for the sole purpose of student and lecturer reflection, growth and development. Formative assessment will be used to support the student developmentally and to provide feedback to all involved in the learning process of how teaching and learning can be improved. Throughout the qualification, formative assessment strategies will be used to ensure that Exit Level Outcomes are achieved, which include (but not limited to):

• Assignments; demonstrations; presentations; and/or any other applicable methods required within a specific teaching and learning experience.

Summative assessment will involve assessment opportunities that take place at the end of a learning experience. Information will be gathered about a student's level of competence upon completion of a unit, module or qualification. Results may be expressed in marks in terms of the level of competence achieved, with regard to level descriptors, specific outcomes and assessment standards. This type of assessment is used for promotional purposes and does take the form of (including, but not limited to):

• Examinations (theoretical).
• Portfolios.
• Presentations.
• Tests.
• Research Report/Portfolio.