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

Purpose

The qualification is a professional 'capping' qualification for educators in schools. Teachers are members of a profession whose definitive aim is to enable systematic learning. In order to prepare prospective teachers for this comprehensive role, the qualification seeks to:

• Develop and consolidate in an integrated way appropriate disciplinary, pedagogical, practical and situational knowledge.
• Cultivate a practical understanding of teaching and learning in a diverse range of South African schools, about educational theory, phase and subject specialisation, practice and policy.
• Foster self-reflexivity and self-understanding among prospective teachers.
• Nurture commitment to the ideals of the teaching profession and an understanding of teaching as a profession.
• Develop the professional dispositions and self-identity of learners as teachers.
• Develop learners as active citizens and enable them to develop the dispositions of citizenship in their learners.
• Promote and develop the dispositions and competencies to organise learning among a diverse range of learners in diverse contexts.

Rationale

The qualification serves as a professional 'capping' qualification for learners who have completed an appropriate 360 or 480 Credit Bachelor's Degree or equivalent Diploma. It offers entry-level initial professional preparation for qualified learners and learners who wish to develop focused knowledge and skills as classroom teachers in a chosen phase(s) and subjects. For this purpose, the qualification requires a specific depth and specialisation of knowledge, together with practical skills and work experience to enable successful learners to apply their learning as beginner teachers in schools in varying contexts.

The assumption remains that learners who achieve the exit level outcomes will be competent novice teachers who will still need time, experience and appropriate support to develop as fully-fledged extended professionals. Learners graduating from this qualification may articulate to an Honours qualification.

Recognition of Prior Learning (RPL)

The qualification addresses qualified learners wishing to enter the teaching profession. However, serving teachers with incomplete teacher qualifications gained in the past may apply for advanced standing in the qualification in line with the institution's RPL policy stipulation. The institution will assess each application on its merits.

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 NQF Level 8 Totalling 120 Credits.

Compulsory Modules, 120 Credits.

• Curriculum Studies, 12 Credits.
• Educational Studies in Context, 12 Credits.
• Psychology of Education, 12 Credits.
• Assessment in Education, 12 Credits.
• Inclusive Education, 12 Credits.
• Classroom Management, 12 Credits.
• Teaching practice (WIL) (SP) 5 weeks, 12 Credits.
• Teaching practice (WIL) (FET) 5 weeks, 12 Credits.
• Teaching Methodology (1) SP, 12 Credits.
• Teaching Methodology (2) FET 12 Credits.

1. Demonstrate sound subject knowledge of the subjects they have elected to teach.
2. Teach their elected subjects and can select, determine the sequence and pace content following both subject and learner needs.
3. Demonstrate knowledge of who their learners are, how they learn and understand their learners' individual needs in order to tailor their teaching accordingly.
4. Communicate effectively in general, as well as about their subject(s), in order to mediate learning effectively.
5. Demonstrate a sound knowledge about the school curriculum and can unpack its specific content, as well as being able to use available resources appropriately, in order to plan and design suitable learning qualification.
6. Teach in a manner that includes all learners based on a sound understanding of diversity in the South African context.
7. Identify learning or social problems and work in partnership with professional service providers to address these.
8. Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
9. Assess learners in reliable and varied ways, as well as being able to use the results of the assessment to improve teaching and learning.
10. Demonstrate a positive work ethic, display appropriate values and conduct themselves in a manner that befits, enhances and develops the teaching profession.
11. Reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues in their practice in order to continually improve and adapt it to evolving circumstances.

Associated Assessment Criteria for Exit Level Outcome 1

• Reflect mastery of the curriculum content of the specialisation; no conceptual errors are evident in learning qualification and lesson plans.
• Reflect mastery of the curriculum content of the specialisation (including the facility in the revision of key underpinning concepts from the previous level for remedial support as well ability to extend the curriculum to provide appropriate challenge for more gifted learners) in observed lessons.
• Identify changes for future practice informed by appropriate theory and policy, reflecting on a planned and taught a lesson.
• Discuss written assignments with professional, mentors and supervisors:
• Demonstrate an understanding of the fields of knowledge which underpin the subject of specialisation.
• Demonstrate a commitment to the epistemic values and principles which characterise the fields of knowledge in their area/s of specialisation.
• Use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in their area/s of specialisation.
• Use the characteristic language, terminology and concepts of their subject/s appropriately, and with confidence.
• Discuss the content of curricular knowledge in their area/s of specialisation, and apply appropriate values and conceptual frameworks to problem-solving in the relevant fields of knowledge.
• Interpret curricular knowledge in practice, in their area/s of specialisation, in terms of a broader understanding of the relevant fields of knowledge.
• Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in their area of specialisation (phase and subjects).

Associated Assessment Criteria for Exit Level Outcome 2

• Apply appropriate sequencing, progression and time allocation in lesson plans.
• Adjust the lesson plan for a better fit with the learner and contextual needs in observed lessons.
• Identify changes for future practice informed by appropriate theory and policy reflection on a planned and taught a lesson.

Associated Assessment Criteria for Exit Level Outcome Level 3

• Reflect provision for different learner needs in the form of differentiated learning and assessment activities in a specific phase and subject lesson plans.
• Adjust the lesson plan for a better fit with individual learner needs in observed lessons.
• Demonstrate the ability to identify changes that need to be made for future practice to ensure a more inclusive approach informed by appropriate theory and policy reflection on a planned and taught a lesson.

Associated Assessment Criteria for Exit Level Outcome 4

• Communicate knowledge of the subject and practice effectively using diverse and appropriate means on written assignments.
• Adjust the classroom communications to suit different learning and learner needs on observed lessons.
• Communicate knowledge of the subject and practice effectively using various and appropriate means informed by appropriate theory and policy during feedback sessions with supervisors and school mentors.

Associated Assessment Criteria for Exit Level Outcome 5

• Critically engage with the school curriculum and interpret it for different diverse contexts in written assignments.
• Reflect a sound and critical engagement with the school curriculum and the ability to adapt to the context in lesson plans.
• Reflect the ability of the learner-teacher to adjust their classroom practice to suit different learning and learner needs in observed lessons.

Associated Assessment Criteria for Exit Outcome Level 6

• Reflect the ability to critically review curriculum practice in order to identify possible future improvements informed by appropriate theory and policy during feedback sessions with supervisors and school mentors.

Associated Assessment Criteria for Exit Level Outcome 7

• Reflect provision for diverse learning needs in the classroom in the form of alternative activities and assessment and the provision of additional supportive human and other resources in lesson plans.
• Reflect the ability of the learner-teacher to adjust their classroom practice to suit different learning and learner needs in the process of teaching in observed lessons.
• Critically review practice in order to identify possible future improvements and that the learner-teacher was able to make referrals and engage appropriate support from the School-Based Support Team when/if needed during feedback sessions with supervisors and school mentors, as well as teaching and assessment records.

Associated Assessment Criteria for Exit Level Outcome 8

• Reflect provision for appropriate identification and use of time, space and resources to meet learning needs and contextual realities in lesson plans.
• Use observed that start and end on time and the full lesson time is available for productive teaching and learning.
• Pre-empt or deal with disciplinary problems effectively when they do arise.
• Reflect the ability to critically review practice in order to identify possible future improvements in classroom management informed by appropriate theory and policy during feedback sessions with supervisors and school mentors, as well as teaching and assessment records.

Associated Assessment Criteria for Exit Level Outcome 9

• Reflect provision for diverse learning needs in the classroom in the form of alternative activities and assessment tasks/strategies for different learning and learner needs in lesson plans.
• Reflect the ability to critically review practice in order to identify possible future improvements in assessment practice informed by appropriate theory and policy during feedback sessions with supervisors and school mentors, as well as teaching and assessment records.

Associated Assessment Criteria for Exit Level Outcome 10

• Reflect an awareness of professional guidelines, values and practices such as the SACE Code of Conduct in written assignments.
• Reflect a professional commitment and interest in lesson planning.
• Display appropriate values and conduct that befits, enhances and develops the teaching profession during feedback sessions with supervisors and school mentors and how learner-teachers talk about their learners, other teachers, the school, union and education authorities and other stakeholders such as parents.

Associated Assessment Criteria for Exit Level Outcome 11

• Reflect a critical engagement with appropriate policy and theory in written assignments.
• Reflect a critical engagement with appropriate policy and theory during feedback sessions with supervisors and school mentors.

Integrated Assessment

During ten weeks of Teaching Practice learners are expected to complete periods of 5 weeks of continuous independent teaching in at least two, diverse school contexts. The learner needs to complete practical assignments that require the application of their total knowledge base - applied competence - with all modules contributing to a well-rounded, balanced and well-informed professional teacher. A portfolio completed over both teaching practice modules is a visual tool to illustrate their professional and personal growth over the periods and to enhance their reflective competence as an emerging professional teacher.

As noted by the National Teacher Institute (NTI) (2009:47- 48), the conducting of actual teaching practice requires a phased intervention involving several role players. They make the following recommendations which inform the work of the Institution College of Education Teaching Practice Office.

The procedures below are for learners conducting the actual teaching practice

I). The orientation of staff members.

II). The coordinators, managers, supervisors, facilitators, course tutors, and cooperating teachers should, first of all, undergo orientation before teaching the practice to familiarise themselves with the requirements for this category of trainees on teaching practice.

III). Orientation of Learner-Teachers.

IV). The course Managers/Supervisors and the cooperating teachers should orientate the learner-teachers in areas such as the concepts, modalities, procedures and guidelines for organising teaching practice activities for the first week of the teaching practice.

V). Guided Teaching practice.

VI). The orientation activities follow a guided teaching practice in which the learner-teacher works under the cooperating teacher in the planning, implementing, and evaluating of lessons. Guided teaching practice should be participatory, interactive, and collaborative. It should last two weeks preceding the teaching practice exercise.

VII). Full Teaching Practice Sessions.

VIII). The remaining teaching practice sessions of the qualification devoted to full teaching supervision in the sense of coaching and preliminary assessment of the learners. These sessions should involve: observation of lesson notes' format, procedures, language and