Postgraduate Diploma in Education

Purpose

The purpose of this Postgraduate Diploma in Education is to strengthen and deepen teachers' specialist theoretical knowledge. The qualification will enable teachers to develop academic understanding of current developments in the teaching of Mathematics or Science and Technology or ICT Innovation in Education in order to prepare them for advanced leadership positions.

This qualification enables teachers to develop their specialised teaching competence and evidence-based practices using advanced reflection, current thinking and practice in their areas of specialisation (sub-endorsements) in the organising learning fields of Mathematics and/or Science and Technology. The curriculum covers both the theoretical engagement and intellectual independence required in the professional development of teachers in these fields of specialisation.

This qualification will assist teachers to assume leadership positions such as teacher specialists, subject heads or subject advisors in the education sector.

Rationale

As teachers develop their practices, subject expertise and academic leadership and also become more experienced, they will be expected to make great contributions to teaching and learning in their specific organising field. There is a great need to improve the achievements of the majority of learners, particularly school-leavers in Mathematics and Physical Science. This means that South Africa needs a more efficient professional development system for in-service mathematics and Science and technology teachers so that teachers are adequately prepared to meet the challenges they are facing and to improve the learning that they facilitate. Teachers need to have a deep understanding of the subject matter so that they can help learners create useful cognitive maps, relate ideas to one another and address misconceptions.

Teachers need to be able assist their learners to see the connections between their school subjects and everyday life thereby letting them see the relevance of the subjects and so be motivated to master them. Teachers with this aim will use their understanding of technological, pedagogical and content knowledge to make ideas accessible to others.

The rationale for a qualification such as the Postgraduate Diploma in Education is to assist teachers to become subject matter experts in the teaching of Mathematics, Physical science and/or IT. To address these, this Postgraduate Diploma in Education with an endorsement in Mathematics or Science or Technology or ICT Innovation in Education has been developed.

Recognition of Prior Learning (RPL)

The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty qualifications to promote lifelong learning. The purpose of the institution's RPL policy, which directs the Faculty's RPL procedure, is to also recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualifications and grant exemptions for modules using the principles and processes that serve as basis for Faculty-specific RPL practices.

A panel of selected staff members will determine, on a one-on-one basis, the competence of prospective learners who apply for RPL. An applicant's competence will be assessed against the relevant Exit Level Outcomes, and in determining the applicant's relevant competencies the panel will do one or more of the following:

• Verify the standard/quality of an applicant's prior qualifications.
• Ask for and assess a portfolio of evidence containing examples of the applicant's work in the field of education, training and development.
• Observe the applicant's performance in authentic and/or in situ teaching-learning situations and/or contexts.
• Conduct one-on-one interviews with applicants to discuss the results of the evidence collection process.

Entry Requirements

The minimum entry requirement for the qualification

• A Bachelor of Education, Level 7.

or

• A general Bachelor's Degree, Level 7 with an Advanced Diploma in Teaching (or an equivalent).

or

• An Advanced Diploma in Teaching, Level 7 in a cognate specialisation.

This qualification comprises compulsory modules at NQF Levels 8, totalling 120 Credits.

• Current Issues in Science and Technology Education, 30 Credits.
• Critical reflection on Science and Technology Education, 30 Credits.
• Pedagogical Content Knowledge 1 in Mathematics/Science/Technology/ICT Innovation in Education, 30 Credits.
• Pedagogical Content Knowledge 2 in Mathematics/Science/Technology/ICT Innovation in Education, 30 Credits.

1. Critically reflect on the latest developments and issues in education in a chosen specialised area and reflect on own professional and personal development in this field.
2. Use knowledge and critical understanding of the nature and issues in education and theory in a specific organising field and apply these in the classroom.
3. Provide evidence of deep expertise in a chosen area(s) of specialisation through improved lesson planning and assessment.
4. Critically analyse relevant learning support materials, resources and practices, in the light of a conceptual understanding of Mathematics Education/Science Education/Technology Education/ICT Innovation in Education.

Assessment Criteria for Exit Level Outcomes 1

• Use theories to interrogate practice.
• Develop a critical-reflective awareness of own teaching in specialist area.
• Design appropriate learner support activities and learning and teaching materials in chosen field.
• Produce lesson plans using the latest methods and techniques available and critically analyse existing learning support materials, resources and practice.
• Integrate latest learning technologies and assessment strategies into own teaching.

Assessment Criteria for Exit Level Outcomes 2

• Apply a sound knowledge base and critical understanding of the nature and issues in teaching and learning in the specific chosen organising field in the classroom.
• Draw up a personal professional development plan with manageable goals for own development.
• Deepen own understanding of the nature of a chosen specialised field and particular issues confronting the specific organising field.
• Describe the conceptual framework of teaching and learning that gives expression to caring, accountable and critically reflective teachers who are able to support and nurture learning and development in diverse educational contexts.

Assessment Criteria for Exit Level Outcomes 3

• Use new insights and knowledge of pedagogical content and teaching methodology and approaches in lesson plans.
• Use appropriate resource materials to support teaching and learning.
• Exploit learning technologies and employ innovative assessment strategies in the teaching and learning of own specialised subject area.

Assessment Criteria for Exit Level Outcomes 4

• Demonstrate conceptual understanding in the design of educationally sound learning experiences in which support materials, resources and practices are well-integrated.
• Apply research methodology in a specialised organising field of learning in conducting a research project of limited scope under supervision.
• Employ appropriate research methodologies in critically reviewing content, representations and reflection papers captured in research projects.

Integrated Assessment

The broad assessment strategy of the Faculty assessment policy is

There are a minimum of three summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, a portfolio or substantial assignment) to ensure that exit level outcomes are assessed in an integrated manner. The weighting of the latter assessment opportunity should be at least 50% but not more than 60% of the final mark.

Formative and summative assessment opportunities are available to learners. Formative assessment supports teaching and learning, provides feedback to the learner, to diagnose the learners' strengths and weaknesses, to assist in the planning of future learning and to help to make decisions on the readiness of the learner to do a summative assessment. Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions.