Bachelor of Education Honours in Geography Education
Education, Training and Development - Schooling
Purpose and Rationale
Purpose:
The Bachelor of Education Honours in Geography Education 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 qualification demands a high level of theoretical engagement and intellectual independence. This Bachelor of Education Honours in Geography Education qualification focuses primarily on continuing professional development for teachers with emphasis on critical thinking and responsiveness to educational challenges.
Rationale:
The Bachelor of Education Honours in Geography at the university is a long-established qualification that 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 and in South Africa to provide continuing teacher professional development opportunities to strengthen the quality of education in the province. This 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
- Acquire a sound knowledge base and critical understanding of education in general, and of the area(s) of specialisation in particular.
- Source, analyse and evaluate knowledge critically in their area(s) of specialisation.
- Conduct independent inquiry in a specialised area of education, training or development, and report their findings in academically appropriate ways.
- Exhibit the potential to act as academic leaders and/or experts in the field of education, training and development.
Assessment Criteria
Associated Assessment Criteria:
- Demonstrate critically informed understanding of national and international policy context of education in general, and of his/her area(s) of specialisation in particular.
- Demonstrate critically and empirically informed understanding of the sociocultural, historical and material contexts of education in general, and of his/her area(s) of specialisation in particular.
- Identify and engage critically with a range of responses to key issues in education in general, and of his/her area(s) of specialisation in particular.
- Engage critically with a range of academic texts relevant to the field of education.
- Critically evaluate a range of theoretical responses to an area of educational specialisation.
- Reflect critically on key educational issues from philosophical, sociological and psychological vantage points.
- Consider a range of research design options and make decisions about appropriate use of research methods.
- Reflexively apply relevant theories and concepts to data in a specified educational investigation.
- Demonstrate an understanding of and reflexive engagement with the ethics of conducting educational research.
- Demonstrate an understanding of and reflexive engagement with issues of rigour, validity and quality in educational research.
- Report on small-scale educational research in a systematic, professional and academically appropriate way.
- Think independently and critically to formulate ethical and defensible responses to key educational issues in an area of specialisation.
- Collaborate professionally with others in response to current educational issues.
Integrated Assessment:
Assessment of learning in this qualification is guided by the university's Policy on Assessment which recognizes that "assessment functions to measure learning, it can also be used to guide and develop that learning". Both formative and summative assessment is designed to create an opportunity for teachers to demonstrate through a variety of procedures how they have grown as professionals.
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Summative Assessment:
- Written examinations at the end of each year.
- Compliance with the university's policy of assessment procedures and practices.
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Policy Stipulations:
- Assessment should be open and transparent to teachers.
- Encourages the use of multiple forms of assessment.
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External Examination:
- Teachers' achievements compared at the exit level of the qualification.
- Subjected to external examination by appropriately qualified academics.
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Assessment Practices:
- Module-specific differences in assessment practices.
- Formative assessment: individual and group assignments.
- Summative assessment: written examination in November or Portfolio of Evidence (includes research report).
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Final Mark Composition:
- Combined class mark (50%) and examination mark (50%).
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- SAQA Source
- More Information
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