Bachelor of Education in Senior Phase and Further Education and Training Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Purpose:
The purpose of the Bachelor of Education in Senior Phase (SP) and Further Education and Training (FET) Teaching is to equip teachers with the following:
- Required subject content knowledge base.
- Educational theory and methodology for competent and responsible teaching.
- Disciplinary, pedagogical, practical, foundational, and situational learning reflexive competencies.
- Practical skills and exposure to diverse learning environments.
- Knowledge of teaching complexities in the South African context.
- Theoretical foundations and research scholarship for postgraduate studies.
- Specialisations in SP and FET Phase teaching for subjects like Accounting, Languages, Mathematics, Natural Science, Life Orientation, etc.
Rationale:
The rationale behind this qualification includes:
- Alignment with the Minimum Requirements for Teacher Education Qualifications (MRTEQ).
- Providing a well-rounded education for beginner teachers.
- Offering a NQF level 7 exit qualification for professional educators.
- Catering to the educational focus from the outset of studies.
- Specialisation in at least one SP and one FET subject with disciplinary and pedagogical learning.
- Preparation for registration with the South African Council for Educators (SACE).
- Developing theoretical foundations, research skills, and practical competencies.
- Adhering to the HEQSF guidelines for knowledge and skills critical in SP & FET teaching.
- Preparing learners for employability and further specialisation in education.
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.
- Show willingness and desire to work and develop in the context of collaborative practice.
- Demonstrate awareness and interpretation of ethics underpinning teaching as a profession, show 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 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:
- Integrate the concepts of a teacher, learner, learning support material and associated theories
- Reflective creation of opportunities for learning
- Management of learning environments
- Monitoring of learning progress in various contexts
Associated Assessment Criteria for Exit Level Outcome 2:
- Commitment, willingness, and desire to work and develop collaboratively
- Diligent exhibition of collaborative practice
Associated Assessment Criteria for Exit Level Outcome 3:
- Appropriately express ethics underpinning teaching as a profession
- Take full responsibility for own work
- Appropriately consider potential consequences of own actions and those of others in decision making
Associated Assessment Criteria for Exit Level Outcome 4:
- Integrate knowledge within and across disciplines
- Apply and evaluate concepts, theories, and skills meaningfully
- Recognize and explore views and explanations in the field of study including management processes in various contexts
Associated Assessment Criteria for Exit Level Outcome 5:
- Select, analyze, and apply appropriate inquiry and investigation methods
- Reflect upon complex problems using evidence-based solutions and theory-driven arguments
- Communicate findings to enhance change
- Evaluate information, learning resources, and communication platforms effectively
Integrated Assessment:
- Alignment with the institution's assessment policy
- Explanation of assessment policy and procedures by lecturers at the start of the module
- Design of study guides to inform learners on types of assessment and assessment dates
- Inclusion of both formative and summative assessments in all modules
- Weighting of 40% for summative assessment and 60% for formative assessment
- Formative assessment methods include assignments, tests, presentations, projects, etc.
- Formative assessment contributes 60% to the final mark
- Supervised teaching practice in SP-FET classrooms for a total of twenty weeks
- Assessment of teacher's practice based on set criteria
- Development of a reflective portfolio on school-based teaching practices
- Use of analytical rubric by supervisors to assess portfolios and provide feedback
- Range of assessments covering theoretical knowledge, structured activities, authentic assignments, and real-life observations
- Careful scaffolding and supervision of the Research Project in Education
- Continuous assessment mark with a weight of 60% and examination mark with a weight of 40% for final mark calculation
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.