Bachelor of Education in Intermediate Phase Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Bachelor of Education (BEd) Qualification
Purpose:
This qualification aims to train adaptable and reflexive teachers who can function effectively in complex teaching contexts. It focuses on cultivating a critical disposition, dialogical praxis, and social activism among teachers. The goal is to develop teachers who possess the necessary professional, technological, and cultural knowledge to excel in diverse teaching environments. Additionally, the qualification aims to imbue teachers with specific professional attributes and skills essential for the teaching profession. It seeks to deepen their practical knowledge and enhance the quality of their contributions in various contexts.
The ideal teacher envisioned by this qualification is one who can think critically, manage change, exhibit self-knowledge, respect for self and others, problem-solving skills, and a commitment to lifelong learning. The architecture of the qualification goes beyond the Minimum Requirements for Teacher Education Qualifications (MRTEQ) and emphasizes the significance of subject knowledge, attitudes, and skills in developing teachers who can unlock learners' potential and contribute to building a fair and democratic society.
Rationale:
The Bachelor of Education (BEd) qualification aligns with the Higher Education Qualifications Sub-Framework (HEQSF) and meets the standards outlined in the Minimum Requirements for Teacher Education Qualifications (MRTEQ). The redesign process of this qualification has been comprehensive and inclusive, ensuring a logical structure with a strong theoretical foundation.
The qualification aims to develop the knowledge bases necessary for effective teaching, focusing on understanding the learners, identifying essential attributes for teachers, and ensuring the development of these attributes. Emphasis is placed on both cognitive and affective attributes to promote strong content knowledge and professional judgment among teachers. By equipping teachers with subject content knowledge, theory, and methodology, the qualification aims to produce academically and professionally qualified teachers who can make a positive impact on the quality of education in the country.
Outcomes
- Develop teaching skills by providing micro teaching as well as teaching practice opportunities Work Integrated Learning (WIL).
- Demonstrate sound knowledge of Intermediate Phase Natural Sciences curriculum.
- Demonstrate understanding, manipulative competence and the command of conceptual and cognitive tools to deal with Mathematics in the Intermediate and Senior Phases.
- Acknowledge the role of languages as resources in education.
- Use two of the following languages competently for academic purposes: English, Afrikaans and isiXhosa.
- Demonstrate a working understanding of selected software applications such as word processing, spreadsheets and presentations that are necessary for communication and information purposes for teachers in schools.
- Demonstrate critical thinking while evaluating and conducting reflective research on teaching practice and learners' learning in the home language context.
- Demonstrate a holistic view of the nature and form of leadership and management issues within school contexts and their links to broader societal concerns.
- Develop a thoughtful philosophical perspective on education.
Assessment Criteria
Exit Level Outcome 1 Assessment Criteria:
- Demonstrate practice-based knowledge for professional teacher training
- Reflect on teaching as a process of professional development in a diverse community
- Follow micro-teaching programme including lesson design, implementation, evaluation, and observation
- Successfully complete prescribed school visit
- Implement lesson planning and presentation successfully
- Develop, implement, and assess movement education programmes
- Integrate learners' current experiential world at school
- Participate in teaching activities, school administration, and extra-curricular activities
- Demonstrate awareness of current problems in school teaching
- Understand teaching as a social practice of life-long learning
- Complete teaching practicum requirements
- Plan, conduct, assess, and evaluate student learning
- Use assessment data to make informed instructional decisions
Exit Level Outcome 2 Assessment Criteria:
- Develop academic and scientific literacy
- Relate to sound pedagogical aspects within science education
- Link Natural Sciences topics to everyday life
- Demonstrate knowledge of core science concepts
- Develop awareness of responsible citizenship in sciences and environment
- Acquire scientific skills and competencies
- Follow principles of scientific investigations and methods
Exit Level Outcome 3 Assessment Criteria:
- Understand teaching and learning functions, statistics, and probability through ICT
- Demonstrate knowledge of elementary curve fitting, mathematical modelling, and numerical analysis
- Understand descriptive statistics, probability theory, and inferential statistics
Exit Level Outcome 4 Assessment Criteria:
- Distinguish between general and school dictionaries
- Know characteristics, functions, and structures of school dictionaries
- Develop multilingual word lists using a corpus
- Manage and direct the use of multiple languages in the classroom
- Interpret assessment and patterns in teaching and learning
Exit Level Outcome 5 Assessment Criteria:
- Develop awareness of academic language needs of multilingual learners
- Design materials for academic development
Exit Level Outcome 6 Assessment Criteria:
- Understand internet literacy and safety
- Reflect critically on curriculum processes and available resources
- Explore effective use of instructional and social technologies
- Demonstrate understanding of instructional planning models
- Select, create, and integrate instructional technologies into lesson planning
- Organize and manage instructional activities with ICT resources
Exit Level Outcome 7 Assessment Criteria:
- Devise lessons to stimulate engaging writing in different genres
- Prepare learners for academic writing and reading
- Use blended learning methods and digital literacy
- Accommodate First Additional Language users
Exit Level Outcome 8 Assessment Criteria:
- Think critically on education policy and management theories
- Synthesise literature on education policy and management
- Apply learning-centered teaching approaches using technology
- Evaluate school practices in legal, policy, and management aspects
- Develop instructional leadership capacity
Exit Level Outcome 9 Assessment Criteria:
- Construct arguments and reflect critically on educational theories
- Connect philosophical theory to educational practice
- Understand educating learners in a democracy
- Integrate various knowledge disciplines in learning-centered teaching
- Connect theory to teaching practice
Integrated Assessment:
- Learner assessment is part of the teaching and learning programme approach
- Align qualifications with Assessment Policy
- Examinations held five times a year
- Assessment through examinations or continuous assessment
- Pass mark of 50%
- Final mark determined by class mark and examination mark ratio
- Regulations published in General Calendar
- Learners informed of assessment policies and procedures
- Experiential Learning includes Work-Integrated Learning (WIL) with 120 Credits
- WIL includes lesson-analysis during micro-teaching, school visits, and portfolio submission
Qualification Details
- Type
- National First Degree
- NQF Level
- 07
- Min. Credits
- 480
- SAQA Source
- More Information
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.