Bachelor of Education in Senior Phase and FET Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Purpose:
The Bachelor of Education in Senior Phase and FET Teaching (BEd (SP&FET)) offered by the institution has the primary purpose of providing a well-rounded education that equips graduates with the required subject content knowledge base; educational theory; and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified teachers. It will develop qualified Senior Phase and FET classroom teachers who can demonstrate focused knowledge and skills in the teaching of own selected subject combinations within one of the following specialisations:
- Mathematics, Science and Technology (MST)
- Economic and Management Sciences (EMS)
- Languages and Social Sciences (Language and SS)
- Languages and Life Orientation (Language and LO).
Rationale:
The Bachelor of Education Degree in Senior Phase and FET Teaching is a four-year pre-service teaching qualification designed to provide learning opportunities in a variety of integrated degree options in education. It is envisaged that this qualification will meet the need to train more teachers who are currently in short supply. The institution is currently focusing on a BEd (SP & FET Teaching) qualification because it realised that there is a demand and need of more teachers in this phase in the following specialisation areas (Mathematics, Science and Technology; Economics and Management Sciences; Languages and Social Science as well as Languages and Life Orientation). Furthermore, these areas were identified in conjunction with the priority areas identified by the Limpopo Department of Education and national priorities as a nation.
Outcomes
- Display sound knowledge of the concepts of a teacher, learner, learning support material and associated theories and integrate these in the context of reflective creation of opportunities for learning, management of learning environments and monitoring of learning progress in a variety of contexts.
- Exhibit commitment, willingness and desire to work and develop in the context of collaborative practice.
- Demonstrate awareness and interpretation of ethics underpinning teaching as a profession, also show the ability to take full responsibility for own work and decisions taking into account the potential consequences of own actions and those of others.
- Display integrated knowledge within and across disciplines, apply and evaluate concepts, theories and skills, and recognise different views and explanations in a specific field of study and manage processes in various contexts.
- Show the ability to select, analyse and apply enquiry and investigation methods, reflect on and solve complex problems using evidence-based solutions and theory-driven arguments as well as communicate findings to enhance change.
- Demonstrate sufficient competences (Information technology, numeracy, academic) and skills that allow for efficient access to and evaluation of information including learning resources and communication platforms, all in support of their own learning needs and their teaching activities.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Display knowledge of the concepts of a teacher, learner, learning support material, and associated theories.
- Integrate the concepts of a teacher, learner, learning support material, and associated theories.
- Create opportunities for learning, management of learning environments, and monitoring of learning progress in various contexts.
Associated Assessment Criteria for Exit Level Outcome 2:
- Exhibit commitment, willingness, and desire to work and develop in the context of collaborative practice.
Associated Assessment Criteria for Exit Level Outcome 3:
- Express awareness and interpretation of ethics underpinning teaching as a profession appropriately.
- Display the ability to take full responsibility for own work.
- Demonstrate decision-making method which takes into account the potential consequence of own actions and those of others.
Associated Assessment Criteria for Exit Level Outcome 4:
- Display integrated knowledge within and across disciplines.
- Meaningfully apply and evaluate concepts, theories, and skills.
- Recognise different views and explanations in a specific field of study including management processes in various contexts.
Associated Assessment Criteria for Exit Level Outcome 5:
- Select, analyse, and apply enquiry and investigation methods.
- Solve and reflect on complex problems using evidence-based solutions and theory-driven arguments.
Associated Assessment Criteria for Exit Level Outcome 6:
- Demonstrate competences and skills that allow for efficient access to and evaluation of information, including learning resources and communication platforms, all in support of their learning needs and teaching activities.
Integrated Assessment:
- Learning and assessment are integrated throughout this qualification.
- Continuous formative assessment is required to ensure feedback on progress towards specific learning outcomes.
- Summative assessment is concerned with judgement of learning in relation to Exit Level Outcomes.
- Integrated assessment assesses the ability to integrate a larger body of knowledge, competencies, and attitudes.
- Assignments are designed to meet integrated assessment requirements.
- Evaluation of learner performance to demonstrate applied competence.
- Criterion-referenced assessment is clearly explained and understood by teachers for the recognition of prior learning.
- The wide range of knowledge, skills, competencies, and attitudes are integrated using innovative methods.
- Due recognition is given to criteria and methods of assessment that assess these appropriately and adequately.
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.