Bachelor of Education Honours in Primary Education
Education, Training and Development - Schooling
Purpose and Rationale
Purpose
In line with the Policy on the Minimum Requirements for Teacher Education Qualifications (2011), the Bachelor of Education Honours (B Ed Hons) qualification aims to prepare teachers for research-based postgraduate studies in a field of education. It serves to consolidate and deepen the teachers' knowledge of the field and develop research capacity in the methodology and techniques of that field. The B Ed Hons qualification demands a high level of theoretical engagement and intellectual independence. Towards achieving these aims, the curriculum takes a strong praxiological approach, with all assignments being closely related to professional practice, and the Year 2 research-based specialisms being framed as applied research. From the very first session in Year 1, learners are inducted into the multiple facets of qualitative educational research (purpose, orientations, as well as academic conventions in reading and writing about research). Through on-course activities and assignments, learners are required to engage critically and in theoretically-informed ways with current educational issues, and to consider the implications of these perspectives for their own educational practice.
Rationale
The Bachelor of Education Honours in Primary Education [B Ed Hons] qualification focuses primarily on continuing professional development for teachers (with an emphasis on critical thinking and responsiveness to educational challenges). There is a long-term need in the Eastern Cape to provide continuing teacher professional development opportunities to strengthen the quality of education in the province. The qualification focuses on laying not only a foundation of educational knowledge (the sociological, psychological and philosophical dimensions of education), but it also supports the development of applied research competence and reflexive practice for educators, and lays a foundation for future research at Master's level.
Outcomes
Assessment Criteria
Associated Assessment Criteria:
- Understanding of Policy Context: Demonstrated understanding of national and international policy context in education.
- Understanding of Sociocultural Context: Critically informed understanding of sociocultural, historical, and material contexts in education.
- Engagement with Key Issues: Identification and critical engagement with key issues in education.
- Engagement with Academic Texts: Critical engagement with a range of academic texts in the field of education.
- Evaluation of Theoretical Responses: Critical evaluation of theoretical responses in educational specialisation.
- Reflection on Educational Issues: Critical reflection on educational issues from various perspectives.
- Research Design and Methods: Consideration of research design options and appropriate use of methods.
- Application of Theories: Reflexive application of theories to data in educational investigation.
- Ethical Engagement: Understanding and reflexive engagement with ethics in educational research.
- Rigour and Quality: Engagement with issues of rigour, validity, and quality in educational research.
- Reporting on Research: Reporting on small-scale educational research professionally and academically.
- Independent Thinking: Independent and critical formulation of responses to educational issues.
- Professional Collaboration: Professional collaboration with others on current educational issues.
Integrated Assessment:
- Formative and Summative Assessment: Assessment designed to guide and develop learning.
- Assessment Procedures: Transparent assessment using multiple forms to measure learning.
- External Examination: External examination by qualified academics to benchmark learning achievements.
- Finalisation of Results: Moderation of results and finalisation by the Head of Department for processing by the Registrar's office.
Electives:
- Assessment Practices: Formative assessments through assignments, and summative assessments through examinations or Portfolios of Evidence.
- Final Mark Composition: Combination of Class Mark (50%) and Examination Mark (50%) for each module.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- 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.