Postgraduate Certificate in Education in Further Education and Training Teaching

Purpose

Teacher education qualifications are being reconceptualised in South Africa in the light of The Minimum Requirements for Teacher Education Qualifications (DHET, 2011) policy document which must be implemented. The policy " requires all teacher education qualifications to address the critical challenges facing education in South Africa today - especially the poor content and conceptual knowledge found amongst teachers, as well as the legacies of apartheid, by incorporating situational and contextual elements that assist teachers in developing competences that enable them to deal with diversity and transformation" (DHET, 2011, pp. 9-10). The Postgraduate Certificate in Education (PGCE) qualification will be underpinned by the productive pedagogies as a conceptual framework which aims to address these challenges.

This framework consists of four dimensions: intellectual quality, connectedness, supportiveness, and engagement with, and valuing of difference. The dimension of intellectual quality looks at higher-order thinking and the ability of students to manipulate information and ideas through synthesis, explanation or interpretation. The dimension of connectedness examines knowledge integration across subject areas, the learners' background knowledge linking to their cultural, linguistic and everyday experiences, and the larger social context in which the learner lives. The dimension of a supportive classroom environment considers the academic engagement of learners, the implicit and self-regulatory or explicit direction of their behaviour, and whether they have a say in the outcomes of the lesson. It also looks at the classroom as a socially supportive environment and whether criteria for judging learner performances are made explicit. The dimension of working with and valuing differences observes the valuing of the non-dominant culture's beliefs, languages, practices and ways of knowing, as well as the inclusion through participation of learners from diverse backgrounds.

The purpose of the PGCE qualification is

• To prepare teachers for a professional teaching career in Further Education and Training band.
• To ensure that teachers have the necessary pedagogical content knowledge in their respective subject specialisation(s).
• To produce teachers with a sound understanding of learning theories and philosophy of education which they can apply in diverse classroom contexts.
• To prepare teachers with the skills and competences necessary to manage classrooms effectively.
• To equip teachers with a good understanding of appropriate assessment methods to apply consistently to enhance teaching and learning.
• To allow teachers to develop their teaching skills by providing microteaching as well as teaching practice opportunities (WIL).

The core attributes which thus underlie this qualification, are the following

• Have a sound subject knowledge base.
• Demonstrate the ability to think and reflect critically.
• Have a holistic worldview.
• Demonstrate the ability to function optimally in a team context.
• Demonstrate responsible citizenship.
• Demonstrate an appreciation for diversity (in its broadest sense) and make a contribution towards the development of these contexts.
• Have a commitment towards life-long learning.
• Take the responsibility to make a contribution towards the development of human potential.

Rationale

The adoption of the new Higher Education Qualifications Sub-Framework (HEQSF) has necessitated the alignment of all higher education qualifications within the Sub-Framework. In addition, teacher education qualifications need to satisfy the demands of the Minimum Standards for Teacher Education Qualifications (MRTEQC) that was promulgated by Government Gazette Vol 553, Number 34467 on the 15th July 2011. The process of redesigning the current qualification offered by the Faculty of Education and developing new qualifications has been a thorough and inclusive process over the last four years.

The focus of this qualification is not only on the cognitive, but also on affective attributes. The key aspects focus on a critical disposition, dialogical praxis and social activism. Teachers will be trained to be adaptable and reflexive so that they can function optimally in a complex context. The qualification will enable teachers to think critically and to possess the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts. Upon qualifying teachers will also possess specific professional attributes and skills for the teaching profession. It would thus not include only practical knowledge, but also deep-knowledge to enhance the quality of their contribution in these contexts.

The qualification aims to develop in teachers, attributes such as the ability to understand and manage change, who have self-knowledge, and respect for the self and others, who are able to resolve problems and commit to life-long learning. The architecture and purpose of the qualification does not only take the core purpose of Minimum Requirements for Teacher Education Qualifications as a point of departure, but is also based on the premise that teachers have the required subject knowledge, attitudes and skills. These attributes could enable them to make a contribution towards the development of learners' potential, as well as to developing a more fair and democratic society. They need to be subject specialists with a sound knowledge base with regard to their specialist school subjects and who are able to function in a diverse (in its broadest sense) school context.

This Postgraduate Certificate in Education (PGCE) qualification is a professional teaching qualification that "caps" the undergraduate Degree. It offers initial professional preparation for graduates who wish to develop focused knowledge and skills as teachers in a specific subject specialisation (elective). This qualification therefore requires a specific deep and systematic understanding of current thinking, practice, theory and methodology in an area of specialisation as well as practical skills and workplace experience to enable successful teachers to apply their learning as beginner teachers in schools in varying contexts.

Recognition of Prior Learning (RPL)

The qualification conforms to the University's policies on Assessment and Recognition of Prior Learning (ARPL). The policy document clearly states the procedures and processes to be followed, including those related to the Recognition of Prior Learning (RPL). The policy stipulates that the responsibility for implementation of the ARPL resides with the Dean of the Faculty. ARPL policy and practices at departmental level are subject to an in-depth and thorough process of self-evaluation and external peer evaluation as a compulsory requirement in the process of periodical and comprehensive departmental evaluation. The Faculty of Education has an ARPL policy, to which any application for RPL must comply.

RPL may be used to grant admission to the qualification to learners who do not meet the minimum entry requirements and/or to grant exemptions from modules in the qualification.

Entry Requirements

The minimum entrance requirement is

• A three year Bachelor's Degree and the completion of both a second-year module and a third-year module in the subjects concerned (one year module or two semester modules).

This qualification consists of compulsory and elective modules at Level 7 totalling 124 Credits.

Compulsory Modules: 84 Credits

• Academic Language Development and Awareness, 8 Credits.
• Curriculum Studies, 8 Credits.
• Education, Leadership and Management, 6 Credits.
• Educational Psychology, 8 Credits.
• History and Sociology of Education, 8 Credits.
• Philosophy of Education, 8 Credits.
• Practical Learning, 32 Credits.
• Sustainable Living, 6 Credits.

Elective Modules: 40 Credits (Choose two modules)

• Accounting Teaching, 20 Credits.
• Advanced study or research project.
• Afrikaans Teaching, 20 Credits.
• Agricultural Sciences Teaching, 20 Credits.
• Business Studies Teaching, 20 Credits.
• CAT Teaching, 20 Credits.
• Drama Teaching, 20 Credits.
• Economics Teaching, 20 Credits.
• English Teaching, 20 Credits.
• Geography Teaching, 20 Credits.
• German Teaching, 20 Credits.
• History Teaching, 20 Credits.
• Information Technology Teaching, 20 Credits.
• isiXhosa Teaching, 20 Credits.
• Life Orientation Teaching, 20 Credits.
• Life Sciences Teaching, 20 Credits.
• Mathematical Literacy Teaching, 20 Credits.
• Mathematics Teaching, 20 Credits.
• Music Teaching, 20 Credits.
• Physical Sciences Teaching, 20 Credits.
• Religion(s) Studies Teaching, 20 Credits.
• Visual Art Teaching, 20 Credits.
• Guidance, Counselling and Specialised learning, 20 Credits.
• Physical Education Teaching, 20 Credits.

1. Apply two of the following languages for academic purposes: English, Afrikaans and IsiXhosa.
2. Demonstrate an understanding of curriculum studies as a field of study.
3. Understand the nature and form of leadership and management issues within the school context and their links to broader societal concerns.
4. Apply knowledge on the adolescent development phase in his or her approach to learners in the Senior and Further Education and Training (FET) phases.
5. Demonstrate solid theoretical knowledge of the main issues related to sociology and history of education in both the international and national contexts.
6. Demonstrate sound knowledge of FET phase Life Sciences curriculum.
7. Approach problems critically and self reflexively.
8. Develop teaching skills by engaging in microteaching and teaching practice opportunities (WIL).

Associated Assessment Criteria for Exit Level Outcome 1

• Critically analyse multilingual language in education policies in South Africa.
• Develop awareness and competence in determining the academic language needs of multilingual learners.
• Design multilingual materials for effective learning.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate a sound knowledge with regard to curriculum theory.
• Display knowledge of various views and theoretical frameworks within which curricula are developed.
• Display planning skills with regards to curriculum design.
• Show an appreciation for effective teaching within a context of current educational changes.
• Reflect on knowledge, understanding and skills regarding basic teaching methodology and curriculum strategies.
• Demonstrate knowledge and understanding of the nature of teacher's role in curriculum development.
• Demonstrate knowledge and understanding of the nature, role, functions and possible assessment strategies.

Associated Assessment Criteria for Exit Level Outcome 3

• Critically reflect on the core literature and theories attached to education policy and management debates.
• Synthesise the literature and theories on education policy and management in relation to learning in schools.
• Apply these dimensions through learning-centred teaching approaches using technology.
• Critically engage with the theories and knowledge forms within education policy and management discussions.
• Critically reflect on school practices in terms of relevant legal, policy and management aspects affecting one's role as a teacher.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate knowledge of learning theories, learning preferences and cognitive strategies in the way the learning of all learners is enhanced and supported.
• Demonstrate knowledge of the different extrinsic and intrinsic barriers that may affect the learning and development of a diverse body of learners in a classroom.
• Demonstrate the necessary knowledge and skills to support the learning and development of a diverse body of learners.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate practical understanding (via key texts) of complex relationships between race, class, economy and social identity relevant to particular teaching contexts and that of the country.
• Synthesise and apply debates around the interaction between social contexts and educational practices in schools.
• Critically engage with key challenges in education with regard to change processes in different schooling contexts.
• Synthesise history and sociology of education theories and literatures in relation to learning in schools.
• Apply above theories to an analysis of school and classroom processes and experiences in South Africa.
• Establish a conceptual platform for socially just and inclusive educational practices.

Associated Assessment Criteria for Exit Level Outcome 6

• Develop academic and scientific literacy.
• Relate to sound pedagogical and methological aspects within science education.
• Link related topics within Life Sciences to help them achieve a deeper understanding of the nature of science and the connectedness to everyday life.
• Develop an awareness of responsible citizenship in terms of the sciences and environment.
• Acquire cognitive and practical scientific skills and competencies.
• Follow the principles of scientific investigations and scientific methods.
• Show insight into the various implications in the teaching of Life Sciences and be able to apply these in order to be an effective Life Science teacher/facilitator.
• Exhibit knowledge and insight regarding teaching aims and principles in Life Science teaching, enabling you to apply this in your teaching strategies for effective teaching.
• Gain "know how" of the learning process as it is expressed within Life Science teaching and recommended by Curriculum Assessment Policy Statements (CAPS).
• Identify and explain the different factors that has an influence on the teaching process of the subject.
• Identify the characteristics of well formulated outcomes and discuss the advantages and shortcomings of the outcomes.
• Make use of the lesson structure to plan a lesson effectively, as discussed in the module.
• Identify and discuss the various teaching strategies and teaching methods.
• Discuss the value, functions and choice of relevant teaching and learning media.
• Describe cooperative learning (group work) and identify different groups during cooperative learning.

Associated Assessment Criteria for Exit Level Outcome 7

• Relay insight into different ways of philosophical research.
• Develop insights into the complexity of the concept of democracy and understand the rights and responsibilities involved in democratic education and the role of teachers/educators.
• Demonstrate an understanding of what constitutes a democratic classroom, democratic citizenship theory and care, and indicate how to create a democratic classroom environment.
• Engender a critical understanding of the integrated, reciprocal relationship between education and society.
• Develop a deeper understanding of theoretical conceptions of liberalism, communitarianism, deliberation, and cosmopolitanism associated with a diverse classroom.
• Produce knowledge for the benefit of the community and for himself or herself.
• Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
• Collect, analyse, organise and critically evaluate information.
• Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.
• Contribute to the full personal development of each student and the social and economic development of society at large, by making it the underlying intention of a programme of learning to make an individual aware of the importance of participating as responsible citizens in the life of local, national and global communities, and being culturally and aesthetically sensitive across a range of social contexts.

Associated Assessment Criteria for Exit Level Outcome 8

• Reflect on and in practice an overview of teaching as a process of professional development.
• Design, implement, evaluate and observe various lessons during institutional practice teaching.
• Complete the prescribed school visit for Gr 10 to 12 successfully, implementing lesson planning and lesson presentation successfully; development of programme material, management, implementation and assessment of education programmes as required in the school environment.
• Consider the learner's current experiential world at school.
• Observe and participate in teaching activities, school activities and general classroom and school administration, attendance of staff meetings and other development opportunities.
• Participate in the extracurricular activities of the school.
• Be conscious of current problems in school teaching.
• Take note of broader issues that influence teaching and learning as educational processes.
• Understand teaching as a social practice of life-long learning and continuous professional development.

Integrated Assessment

Learner assessment is integrated in the whole system of a programme approach to teaching and learning and as such forms part of the institutional context. All faculties have to ensure that their qualifications are aligned with the Assessment Policy (2012-2017). The University has five examinations every year, namely the June examinations, first and second opportunities, the November examinations, first and second opportunities, and the January examination, which is meant for Honours and Masters modules, in cases where departments want to examine these modules in January. Assessment may take place through a system of examinations or continuous assessment.