Bachelor of Education in Senior Phase and Further Education and Training Phase Teaching

Purpose

In line with the Institution's mission statement the purpose of the Bachelor of Education degree is to provide a well-rounded education that will empower graduates with an integrated knowledge base enabling them to demonstrate applied competence, commitment and responsibility as academically and professionally qualified beginner teachers. The academic project (making the Institution an excellent, internationally recognised research-intensive university) cannot be separated from the human project (development of a community of diverse people, based on tolerance, openness and reason). The curriculum and the accompanying classroom practice, as Terwel and Walker (2003) suggest, should be a "shaping force" of the learners admitted at university. How learners are shaped and what the attributes are of our Faculty of Education graduates are important questions that need to be taken into account in examining the curriculum.

The following aims will assist in exploring and fulfilling the purpose of the Bachelor of Education degree

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

Rationale

Firstly, the implementation of the Higher Education Qualifications Framework (HEQF) in January 2009, as well as the Minimum Requirements for Teacher Education Qualifications (15 July 2011) necessitated the re-design of initial teacher education programmes for approval and accreditation purposes.

Secondly, this provided an opportunity to re-curriculate our teacher education programmes. The report of the HEQC (2009) following the review of education qualifications in 2006-2007 indicated that various initial teacher-training qualifications were firmly set on complying with the directives of national documentation. The Bachelor of Education qualification reflected the school curriculum included in the National Curriculum Statement documents. The seven roles of the teacher, as set out in the Norms and Standards for Teacher Training (DoE 2000), instigated the design of several of these qualifications. The outcome of such an approach to curriculum design is a teacher-training qualification with the emphasis on the implementation of the curriculum of the day instead of on a professional teacher-education qualification seeking to educate professionals who will be able to interpret, design and implement a curriculum. The challenge is thus to redesign initial teacher education qualifications in order to address the complexities of education in South Africa and to ensure that these qualifications designed within a theoretical framework are conceptualised from a curriculum perspective.

Learners are expected to be able to read and evaluate academic text in English and communicate information and their own ideas orally and in written text that is grammatically correct, well structured, clear and concise, using accepted standards of academic writing at NQF level 4.

Recognition of Prior Learning (RPL)

The institution is committed to broadening access, in particular to the Bachelor of Education 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.
• Any prior learning that meets the requirements in respect of a qualification is accepted.

Access to the Qualification

The qualification is open to learners with

• A National Senior Certificate with entry into Bachelor.
• Senior Certificate, both with an exemption.
• An equivalent NQF level 4 qualification.

The qualification consists of compulsory modules at NQF Levels 5, 6 and 7 totalling 520 Credits.

Modules at NQF Level 5 108 Credits.

• Subject Content 1, 32 Credits.
• Teaching Practice 1, 8 Credits.
• Conversational Language 1, 20 Credits.
• Conversational Language 2, 20 Credits.
• Life Long Learning Skills for Teachers, 28 Credits.

Modules at NQF Level 6 248 Credits.

• Education Studies 1, 24 Credits.
• Education Studies 2, 32 Credits.
• General Pedagogy 1, 12Credits.
• General Pedagogy 2, 24 Credits.
• Subject Teaching 1, 20 Credits.
• Subject Teaching 2, 20 Credits.
• Subject Teaching 3, 20 Credits.
• Subject Content 2, 32 Credits.
• Subject Content 1, 32 Credits.
• Teaching Practice 2, 8 Credits.
• Teaching Practice 3, 24 Credits.

Modules at NQF Level 7 164 Credits.

• Education Studies 3 32 Credits.
• Subject Teaching 1, 20 Credits.
• Subject Teaching 2, 20 Credits.
• Subject Teaching 3, 20 Credits.
• Subject Content 2, 32 Credits.
• Teaching Practice 4, 40 Credits.

• Demonstrate an understanding of what learners bring to the learning situation.
• Identify areas where learning is required.
• Construct the most suitable situation/environment for learning.
• Operate (e.g. facilitate learning) within diverse education contexts.
• Work with colleagues, learners and the community at large in an interdependent way and provide leadership.
• Act on and contribute towards change in the curriculum, the broader education context and society.
• Interpret/adapt learning programmes and design/manage original learning programmes.
• Demonstrate knowledge of concepts, principles and procedures relevant to the Senior and FET Phase theories of learning.
• Demonstrate knowledge and understanding of inclusivity, principles and practice of effective teaching and learning.
• Apply different teaching strategies and a range of assessment approaches in teaching and learning.
• Use language skills (main and additional) clearly and accurately.
• Critique and be a decision maker that can adapt/change accordingly.
• Transform own subject competence into conceptual learning experiences.
• Reflect on professional practice based on an integrated knowledge base.
• Demonstrate a reflective critical disposition towards the history of the education context of the diverse communities in which they work.
• Act with integrity by maintaining the highest level of professional work ethics.

Critical Cross-Field Outcomes

This qualification allows for all the Critical Cross-Field Outcomes to be addressed.

Associated Assessment Criteria

These are applicable in an integrated manner to all or some of the Exit Level Outcomes

• Practical understanding of the "self" and interpersonal relationships is applied.
• Teaching and learning material that enhance learning are used.
• Teaching aids are used to assist learner's understanding of the content.
• Practical understanding of teaching and learning for the Senior and FET Phases in relation to educational theory and practice is applied.
• The dispositions and competences to organise learning among a diverse range of learners in diverse contexts are demonstrated.
• The pedagogy of reasoning and action is applied.
• An ability to identify, analyse and address complex problems in teaching and learning, using a range of routine and some advanced skills, conceptual and/or evidenced- based solutions and theory-driven arguments is applied.
• A coherent and critical understanding of the principles, scope, theories and epistemologies of teaching and learning in higher education are demonstrated.
• The core concepts, theories and principles of the discipline are identified, described and explained.
• The range and limits of applicability of the core concepts and principles are identified.
• The application of the core concepts and principles are demonstrated.
• Different curriculum models, linked to approaches of teaching are applied.
• Applied competence, commitment and responsibility as academically and professionally qualified teachers are demonstrated within the diverse education contexts.
• Subject content knowledge in the specific electives is discussed.
• Appropriate pedagogical content knowledge is applied.