Bachelor of Education in Intermediate Phase Teaching

Purpose

The purpose of the Bachelor of Education in Intermediate Phase Teaching qualification is to provide a well-rounded education that will shape learners with an integrated knowledge base enabling them to demonstrate applied competence, commitment and responsibility as academically and professionally qualified teachers. The following aims will in exploring and fulfilling the purpose of the Bachelor of Education Degree:

• Provision of subject/discipline knowledge.
• Provision of pedagogical content knowledge.
• Fostering of self-reflexivity and self-understanding to enable commitment to the highest level of professional work ethics.
• Development of learners as active citizens who will respond to and initiate change.
• Development of competences to organise learning among a diverse range of learners in diverse contexts.

The following types of knowledge underpin this curriculum

• Subject content knowledge which is the conceptualised factual knowledge of a specific subject that (learner) teachers need in order to demonstrate a high level of subject competence.
• Curriculum knowledge which displays the full range of other modules in the programme that sustains the teaching of a particular subject at a specific level.
• Pedagogical knowledge which refers to, for example, the knowledge of the child, learning, inclusiveness and curriculum.

The acquisition and integration of the above knowledge result in Pedagogical Content Knowledge (PCK) whereby action is taken to enhance the growth of the knowledge in learners, ultimately empowering them to teach their specific subject(s)/phase. Knowledge of this kind empowers teachers to explain a subject comprehensibly to their learners. PCK is the kind of knowledge that contributes to the professionalisation of teaching (Shulman 1986).

The key to preparing teachers for the South African schooling system is to provide them with the insights, skills and appropriate attitudes and values to deal positively with diversity. Issues of social justice, transformation and diversity permeate the majority of the modules which constitutes the Bachelor of Education programme.

The Bachelor of Education in Intermediate Phase Teaching qualification will enable learners to build their competence in the Intermediate Phase (Grades 4-6) through a supportive understanding of what takes place in Foundation Phase education. This meets the need for a well-rounded education for a beginner teacher in the early years.

Rationale

The rationale driving the formulation of a new Bachelor of Education (Bed in Intermediate Phase Teaching) qualification is based on the national imperative to revise and re-design teacher education offerings so as to adhere to nationally developed norms and standards.

From the research conducted at the institution on Intermediate Phase Teacher education one of the main challenges found was related to an overpowering emphasis on the practical competence to the detriment of disciplinary content knowledge and theory (Waniganayke et al 2005). Evidence from research in numeracy, for example, showed how teachers' weak conceptual understandings were impacting on the implementation of the Numeracy Learning Programme in the Intermediate Phase (Children's Gauge 2009). The complexity of educating young children also required a rethink of the traditional recipe-based tips for teacher's approach which had made very few attempts to examine the historical, social, political and cultural context of young children's lives. Knowledge was also viewed as a historical, decontextualised and value free.

The offering of this qualification aims to create learning spaces outside the classroom where learners of different races, genders, culture and language will be challenged to work collaboratively and interdependently across various school contexts. The Teaching Practice will serve as a vehicle to realise this aim.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL), also described as "prior-learning that is given a value, by having it affirmed, acknowledged, assessed or certified" is an important and recognised feature of qualification frameworks and educational practices. RPL is intended to support the transformation of South Africa's education system and to act as a vehicle for lifelong learning. The institution is committed to broadening access, in particular to the Bed qualifications, to higher education by incorporating the principle of recognising prior learning achievements.

According to this principle, recognition can be granted irrespective of the context of the learning experience, provided that the prior learning can be assessed and that credits may be awarded on the basis of that assessment in order to permit entry to a formal qualification of study. RPL denotes a process whereby:

• The previous learning and experience of an applicant are compared with the outcomes required for a specified qualification.
• Prior learning that meets the requirements in respect of a qualification is accepted.

RPL recognises what a person has already learnt from

• Formal, accredited, certified learning.
• Non-formal learning (work experience in a company or industry, or with experts in the field).
• Informal learning (life experience, e.g. community work).

This Bed in Intermediate Phase Teaching qualification also adheres to the institution's policy for RPL. The purpose of this policy is to facilitate the access, mobility, transfer and progress of learners within the national qualifications framework by means of the recognition of prior-learning. In order to achieve this, the policy aims to:

• Establish a clear definition of RPL, accepted by all those involved with RPL.
• Provide guidelines aimed at introducing the necessary measures for effective, appropriate, reliable, fair, valid and practicable assessment of a prospective learner's prior learning.
• Enhance the institution's efficiency by developing and maintaining institutional systems by means of which alternative forms of learning can be recognised in a reliable, fair, and viable manner.

Entry Requirements

The minimum entry requirements are as follows

• Senior Certificate (SC) with endorsement.
• National Senior Certificate (NSC) passed with Bachelor's degree admission.

This qualification comprises compulsory modules at NQF Levels 5, 6 and 7. Totalling 548 Credits.

Compulsory Modules at NQF Level 5, 120 Credits

• English 1.1, 16 Credits.
• Lifelong learning skills for teachers, 12 Credits.
• Teaching practice, 8 Credits.
• Afrikaans/ Sesotho 1, 16 Credits.
• Basic Mathematics, 12 Credits.
• Teaching practice 2, 8 Credits.
• Conversational Language 1, 8 Credits.
• IP School curriculum, 8 Credits.
• Conversational Language 2, 8 Credits.
• IP School curriculum 2, 8 Credits.
• UFS101, 16 Credits.

Compulsory Modules at NQF Level 6, 260 Credits

• English 1.2, 16 Credits.
• Subject Content 1.1, 16 Credits.
• Subject Content 1, 16 Credits.
• General pedagogy 1, 12 Credits.
• Education studies 1.1, 12 Credits.
• Education studies 1.2, 12 Credits.
• Afrikaans/ Sesotho 1, 16 Credits.
• Subject Content 2.1,16 Credits.
• Subject Content 2.2, 16 Credits.
• Education studies 2.1, 16 Credits.
• General pedagogy 2, 12 Credits.
• General pedagogy, 12 Credits.
• Language Teaching 1.1, 16 Credits.
• Language Teaching 1.2, 16 Credits.
• Subject teaching 1.1, 16 Credits.
• Subject teaching 1.2, 16 Credits.
• Teaching Practice, 24 Credits.

Compulsory Modules at NQF Level 7, 168 Credits

• Education studies 2.2, 16 Credits.
• Education studies 3.1, 16 Credits.
• Education studies 3.2, 16 Credits.
• Language Teaching 2.1, 20 Credits.
• Language Teaching 2.2, 20 Credits.
• Subject teaching 2.1, 20 Credits.
• Subject teaching 2.2, 20 Credits.
• Teaching Practice 4, 40 Credits.

1: Managing diversity in the learning context.

2: Managing the Intermediate Phase classroom and creating an environment conducive to teaching and learning.

3: Using different teaching approaches in different contexts, focusing on methods; interpretation of content; outcomes of teaching and multi-grade teaching.

4: An understanding of teaching and learning, which will be used as a basis for critical discussion, analysis and reflection on classroom practice.

Associated Assessment Criteria for Exit Level Outcome 1

• The theoretical perspective offered by a Transformative Inclusive Education framework is understood and described.
• The roles as a learner mediator; Leader, administrator and manager; Scholar, researcher and life-long learner; Community, citizenship and pastoral role are displayed.
• Own identities in a diverse world is challenged by imagining the possibilities that exist for social responsiveness as agents of change.

Associated Assessment Criteria for Exit Level Outcome 2

• An Intermediate Phase classroom environment that is conducive to teaching and learning is created.
• Creative planning, organisation of the classroom and ensuring the safety of the learners is demonstrated.
• Sound pedagogic content knowledge is displayed.
• Effective communication is demonstrated and learning is mediated through the use of ICT application.
• Learning programmes are planned and designed.
• Accountability, responsibility and relationships in the classroom are displayed.

Associated Assessment Criteria for Exit Level Outcome 3

• Different perspectives on learning with specific emphasis on constructivist and contemporary learning theories are understood and applied.
• Different types of learning (e.g. situational, co-operative, problem-based, and transformative) are explained and applied.
• Powerful learning environments are constructed with the use of different teaching methods.
• An introduction to various learning styles and models (e.g. VAKT; Kolb; Gardner) and barriers to learning are explained and integrated into classroom practices.

Associated Assessment Criteria for Exit Level Outcome 4

• Sound pedagogic content knowledge is applied to teach the relevant subject.
• Designed learning programmes and materials are interpreted.
• Overview of traditional and contemporary approaches to the subject and teaching is understood.
• Teaching strategies relevant to intermediate phase learning are applied.
• Application of media and resources in the classroom is demonstrated.

Integrated Assessment

Assessment in this qualification will be continuous (as stipulated in the Assessment Policy of the UFS) and will be used in the following ways:

• Formative assessment: learner' performance is recognised, discussed with them (i.e. timeous feedback) and appropriate follow-up steps are planned.
• Diagnostic assessment: learning problems are identified and classified so that appropriate support may be offered to learners.
• Summative assessment: the overall performance of a learner is recorded, followed by feedback to the learner.
• Evaluation: capturing and comparing learners' performances with a view to using the information in curriculum development and evaluation of teaching and learning.

Cumulative evidence of learners' progress and performances (e.g. role play; reflective journal writing; case studies; tests; examinations; portfolios) must be recorded. Lecturers responsible for the delivery of this qualification must provide constructive feedback. Assessment should promote effective learning. This means that learners should be assessed not only at lower cognitive levels, but also at higher-order levels in order to develop their ability to think critically and creatively.