Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching

Purpose

The purpose of this qualification is to provide initial professional training to learners with the focus on developing the necessary pedagogical content knowledge, skills and workplace experience that will enable them to apply their learning as a beginner teacher in schools in varying contexts. The Pedagogical Content Knowledge (PCK) is the integration of specialised subject knowledge with general pedagogical knowledge and broader curriculum knowledge. PCK enables a learner teacher to disclose a subject to learners and to make a subject teachable. PCK provide learners with the confidence to engage with teaching in the workplace.

Rationale

Not all people who eventually start their studies have a career in Education in mind. Some of the learners who have completed these qualifications showed interest to reroute to education. Furthermore, there are several qualified learners in other careers and unqualified teachers without a professional teaching qualification that will benefit from a qualification that will provide them with professional training to become a teacher.

The qualification provides an alternative pathway into teaching and caps" a cognate qualification to prepare teachers for teaching in the Senior Phase and the Further Education and Training Phase. Both the national and provincial department of education have reported a need to have more teachers in subjects such as accounting, mathematics and the sciences. There is furthermore a continuous need for new entrants to the teaching profession because of attrition through resignations, emigration, retirement or demise of incumbents.

This qualification equips beginner teachers with the PCK, which is an integration of subject content knowledge, pedagogical knowledge and broader curriculum knowledge and knowledge to teach a specific subject(s). PCK, together with practical teaching skills and workplace experience in selected subjects in the senior phase Further Education and Training (FET) will enable them to teach in varying contexts. Well qualified teachers can contribute to high learning gains amongst learners who may, in their turn, become quality citizens who can contribute decidedly to the economic and societal development and growth of our country. The qualification is a professional education qualification that aims at providing professional teacher training to learners who want to enter the teaching profession.

Recognition of Prior Learning (RPL)

Experienced teachers with incomplete teacher qualifications who enrols for the qualification may apply for advanced standing. The institution applies its RPL policy guidelines to all applications on an individual basis.

Entry Requirements

The minimum entry requirement for this qualification is

• Appropriate Bachelor, 360 Credits, NQF Level 7.

Or

• Appropriate Diploma, 360 Credits, NQF Level 6.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 128 Credits.

Compulsory Modules, NQF Level 7, 128 Credits

• Curriculum, Teaching and Assessment, 8 Credits.
• Learning and Learning Development in Education Context, 20 Credits.
• Learning from Practice, 8 Credits.
• Teaching and Learning in Education Context, 20 Credits.
• Work Integrated Learning, Credits 24.
• Subject Teaching Further Education and Training, 24 Credit.
• Subject Teaching Senior Phase, 24 Credits.

1. Demonstrate sound subject knowledge of the subject(s) they have selected to teach.
2. Demonstrate ability to mediate learning in the teaching of the selected subject(s) in diverse contexts.
3. Demonstrate the ability to interpret and design learning qualifications and materials for the subject(s) they have selected.
4. Demonstrate the ability to be an instructional leader and to administer and manage the classroom effectively in the selected subject(s) in diverse contexts.
5. Achieve ongoing personal, academic, occupational and professional growth, through pursuing reflective study and research in their selected subject(s), in broader educational maters.
6. Show competence to integrate assessment into teaching and learning, assess learners in reliable and varied ways, as well as to be able to use the results of the assessment to improve teaching and learning.
7. Demonstrate, practice and promote a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply subject knowledge with a full understanding of underlying fields of knowledge, skills, values, principles, methods and procedures of the relevant subject;
• Apply and understand why specific teaching and learning approaches are appropriate for learners and the context;
• Indicate a well-developed understanding of the relevant content when implementing subject knowledge.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate that they know their learners and how they learn;
• Adapt their teaching and mediate learning to address the diverse needs of learners, including those with barriers to learning;
• Construct learning environments that are appropriately contextualised and inspirational;
• Communicate and facilitate learning effectively in the language of learning and Teaching (LoLT);
• Recognise and respect the differences among learners by facilitating learning in Language of Communication (LoC) where applicable;
• Have sound knowledge of the relevant subject content and various principles, strategies and resources appropriate to the teaching of the subject in a South African context.

Associated Assessment Criteria for Exit Level Outcome 3

• Analyse and interpret the curriculum (CAPS document);
• Unpack the content in the Curriculum Assessment Policy Statement (CAPS);
• Understand and interpret provided learning qualifications/experiences;
• Design own learning qualifications/experiences;
• Identify the necessities for a specific context of learning;
• Select and prepare suitable textual and visual resources for learning;
• Select, sequence and pace learning supportive to the differing needs of both the subject and the learners

Associated Assessment Criteria for Exit Level Outcome 4

• Lead and manage in an ethical, value-driven and democratic way that is responsive to changing circumstances and needs;
• Make decisions appropriate to his/her level;
• Manage to learn in diverse contexts in the classroom effectively to ensure a conducive learning environment;
• Carry out administrative duties efficiently.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate and apply highly developed literacy, numeracy and IT skills;
• Reflect critically on own practice in theoretically informed ways;
• Engage with the mentor, teacher and co-learners;
• Improve to learners' practise and adapt to evolving circumstances;
• Strive for lifelong learning.

Associated Assessment Criteria for Exit Level Outcome 6

• Integrate assessment into teaching and learning using constructive alignment;
• Understand and apply the purposes and methods of assessment;
• Interpret the effects of assessment and be able to provide constructive feedback to learners;
• Design and manage appropriate purposeful driven formative and summative assessments on the required cognitive level;
• Administer assessment results.

Associated Assessment Criteria for Exit Level Outcome 7

• Identify learning and social problems and consult with the mentor and relevant teacher;
• Develop a positive work ethic;
• Display appropriate values that will uphold the Constitution and promote democratic values and practices in the classroom, school and community at large;
• Conduct themselves in a manner that befits, enhances and develops the teaching profession;
• Practice and promote a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others;
• Demonstrate an ability to develop a supportive and empowering environment for the learner;
• Respond to the educational needs of learners.

A predetermined set of learner teacher assessment standards (a rubric) aligned with the Exit Level Outcomes of the qualification will be shared and used by all assessors. Learner teachers will receive the assessment rubric at the beginning of their studies and will work towards attaining all standards throughout their studies. The institution aligns all assessments to the assessment standards/Exit Level Outcomes, and the combined assessments in the programme will provide evidence of the achievement of all outcomes for successful learners.

Formative assessments would consist of assignments, tasks and tests. Summative assessments will include portfolios and examinations.

The Work Integrated Learning assessment will be a performance-based assessment combining all standards and will culminate in an integrated summative assessment.

In a practice where the application of knowledge, skills and values (applied competence) demonstrate an integrated assessment. The teachers conduct assessment in the following ways:

• Peer assessment and lecture assessment of virtual micro lesson presentations during micro sessions at the various centres;
• Formative assessment of school-based activities by the school-based mentor (planning and presentation of lessons, assessment, behaviour);
• Formative assessment by lecturers and out-school contracted mentors;
• Formative assessment of assignments and online activities;
• Summative assessment of video recordings of lessons presented as well as the assessment of lesson presentations at school;
• Summative assessment of the teaching practice portfolio.