Bachelor of Education in Foundation Phase Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Bachelor of Education in Foundation Phase Teaching (BEd [FP Teaching])
Purpose:
The purpose of the Bachelor of Education in Foundation Phase Teaching (BEd [FP Teaching]) is to prepare beginner teachers to teach from Grade R to Grade 3. It aims to provide a well-rounded education for beginner teachers through a conceptual framework focusing on social change and leadership. The qualification includes components like practical learning, service learning, professional and disciplinary knowledge bases, reflective thought, collaboration, communication, and technological proficiency. These components help beginner teachers meet minimum competencies and roles as outlined in the Minimum Requirements for Teacher Education Qualifications policy. Additionally, the qualification opens pathways for further education such as an Advanced Diploma in Education or entry into related postgraduate programs.
Rationale:
The Bachelor of Education in Foundation Phase aims to nurture learners dedicated to using knowledge to tackle societal challenges. It fosters a learning community where knowledge application is key to addressing critical issues, promoting global well-being. Viewing Foundation Phase teaching as a profession of practice and service, the qualification aims to cultivate expert practitioners who can enhance children's learning through practical knowledge utilization. Service learning is integrated to provide a holistic approach where teachers engage not only with children but also with families and communities. By emphasizing a professional knowledge base, practical learning, and service learning, learners develop a deep understanding of diversity, social change, and community needs by applying their skills in real-world settings serving diverse populations.
Outcomes
- An integrated, critical engagement with the professional knowledge base (i.e., learner development and learning, diverse learners, motivation and learning environments, making content meaningful, application of content, assessment of learning, instructional planning, instructional strategies, professional development and ethical practice, leadership and collaboration) as well as the disciplinary knowledge base (e.g., phonology, morphology, syntax, semantics, etc. for language).
- Use the integrated knowledge of their profession in ways that help children learn by developing, studying and reflecting on their own practice, the practice of their mentors, and more experienced teachers and using what they know to improve their own performance in schools and classrooms.
- Work collaboratively with a community to identify and address authentic community needs, and engage in systematic reflection in order to accomplish academic goals, enhance their personal and professional formation, and develop social responsibility.
- Leadership to build a shared vision for effective teaching and learning that positively impacts all stakeholders within a given educational community.
- Create and apply ideas, strategies and action to promote the development of individuals, communities, school as well as society as a whole.
- A reflective and analytic stance towards their own professional practice as a basis for ongoing monitoring and refinement of those practices.
- Professional verbal, nonverbal and written communication practices in a variety of professional and interpersonal contexts.
- Professional dispositions, values and reflective attitudes that prepare them to contemplate their own teaching practice in systematic ways and for the responsibility of continuing their professional learning once they have entered the classroom.
- Shows an understanding of pedagogical praxis that is inclusive and values diversity, and prepares learners for living in multicultural and multilingual contexts.
- Align technologies with content and pedagogy and develop the ability to creatively use technologies to meet specific learning needs.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Description, discussion, analysis, and evaluation of integrated conceptual and theoretical knowledge related to domain-specific content
- Application of professional and disciplinary knowledge bases to help diverse learners understand core concepts
- Utilisation of innovative learning methods integrating supportive technologies, inquiry- and problem-based approaches, and higher-order thinking skills
- Integration of culturally relevant content to build on learners' background knowledge
- Identification of common misconceptions in learning and guidance on accurate conceptual understanding
- Analysis of assessment data to understand patterns and gaps in learning and provide meaningful feedback
- Application of developmentally, culturally, and linguistically appropriate instructional strategies
Associated Assessment Criteria for Exit Level Outcome 2:
- Analysis and critical reflection of authentic lesson transcripts or case studies
- Integration, application, and reflection on professional and disciplinary knowledge base during lesson planning and classroom simulations
- Demonstration of evidence-based instructional strategies, resources, and technological tools to meet diverse learning needs
- Integration of learners' experiences, abilities, talents, prior learning, and cultural backgrounds into teaching and learning
Associated Assessment Criteria for Exit Level Outcome 3:
- Identification and description of connections between academic concepts and experiences with the community
- Generation of alternative solutions to community problems and analysis of the appropriateness of approaches taken
- Evaluation of their role as an agent of systemic change and demonstration of positive social change through a capstone project
Associated Assessment Criteria for Exit Level Outcome 4:
- Ownership in planning, implementing, and evaluating service learning experiences with mentor guidance
- Utilisation of interpersonal and problem-solving skills to influence and guide others toward a goal
- Inspiration of others to reach their best through example and selflessness
Associated Assessment Criteria for Exit Level Outcome 5:
- Application of self-reflection to evaluate and ensure professional growth as advocates and leaders
- Analysis and evaluation of evidence, arguments, claims, and beliefs
- Critical reflection on learning experiences and processes
Associated Assessment Criteria for Exit Level Outcome 6:
- Identification of cause-and-effect relationships, development of response plans, prioritisation of tasks, and careful monitoring of responses
- Making and defending complex choices and decisions to solve problems
Associated Assessment Criteria for Exit Level Outcome 7:
- Effective use of speaking and writing skills to articulate, present information, complete assignments, and provide feedback
- Demonstration of effective listening skills and arguing for a particular alternative or idea
Associated Assessment Criteria for Exit Level Outcome 8:
- Evaluation of the effect of choices and actions on others and seeking opportunities for professional growth
- Modelling of professionalism, responsibility, and reflection
- Conducting oneself according to legal and ethical standards of the teaching profession
Associated Assessment Criteria for Exit Level Outcome 9:
- Demonstration of honouring multiple perspectives and affirming the dignity and respect of all individuals
- Adjustment of practice based on observation and knowledge of learners' interests, abilities, skills, and family circumstances
Associated Assessment Criteria for Exit Level Outcome 10:
- Design and development of learning environments integrating technology tools and applications
- Connection of technology usage to content areas and embedding technology into assessment strategies
- Appropriate use of digital technologies, communication tools, and social networks for information management and creation
Integrated Assessment:
- Utilisation of formative assessment methods such as class activities, discussions, questions, hypothetical case studies, workplace assessment, role play, presentations, peer group assessments, and tests
- Incorporation of summative assessments including projects, portfolios, and theoretical examinations
- Regulation of summative assessments by the institution's General Academic Rules
- Utilisation of an integrated approach in the assessment of Work-integrated Learning
Qualification Details
- Type
- National First Degree
- NQF Level
- 07
- Min. Credits
- 527
- 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.