Bachelor of Education in Senior Phase and Further Education and Training Teaching
Education, Training and Development - Higher Education and Training
Purpose and Rationale
Purpose:
The Bachelor of Education in Senior Phase and FET Teaching BEd (SP & FET Teaching) is designed to achieve the following goals:
- Academic and Professional Preparation: To academically and professionally prepare learners with disciplinary knowledge, intellectual enrichment, and professional competences.
- Promoting Social Justice and Environmental Responsibility: To instill a commitment to social justice and environmental responsibility in learners, empowering them to be agents of positive change.
- Integration of Knowledge and Skills: To blend specialized content knowledge with theoretical and practical education themes, fostering effective and reflective teaching practices.
- Cultivating Enquiring Minds: To develop inquiring, research-oriented minds to adapt to diverse social and educational environments.
- Community Engagement: To encourage involvement in community service and environmental affairs, promoting sensitivity towards diversity and societal issues.
- Professional Development: To emphasize principles, cognitive skills, and reflective dispositions as the foundation for a successful teaching career.
Rationale:
- Regulatory Compliance: Developed in response to the 2011 policy document on teacher education requirements, aligning with the updated guidelines.
- Culturally Responsive Education: Aims to produce reflective, culturally responsive educators with flexible mindsets to benefit various education stakeholders.
- Preparation for Diverse Teaching Environments: Equips learners to teach Grade 8-12 across different contexts and cultural backgrounds effectively.
- Contribution to Well-being: Empowering learners to positively impact learner well-being, both within schools and the broader community.
- Skills Development: Providing a focused degree program to prepare teachers for the diverse challenges of the senior and further education and training phases.
- Specialized Teaching Competence: Addressing the need for qualified educators to address barriers to learning and differentiate instruction effectively.
By achieving these goals, the program aims to produce well-rounded, culturally sensitive, and academically competent educators who can make meaningful contributions to the education sector and community welfare.
Outcomes
- Demonstrate integrated knowledge related to domain-specific content, supporting specialist teaching of at least four subjects selected from across the relevant domains (e.g., languages, science and technology, mathematics, life skills and social sciences).
- Demonstrate integrated knowledge of, and solve complex problems regarding different cultural, linguistic and socio-economic contexts and environments in which teaching and learning takes place.
- Demonstrate integrated knowledge and understanding as well as the ability to interpret, implement, and evaluate curricula and policies in order to promote trans-disciplinary, collaborative, and holistic learning.
- Collate, evaluate and integrate knowledge from different authoritative sources pertaining to education and in keeping with developing flexible mindsets, in order to form and adapt own opinions, hone cognitive skills and obtain enquiring and reflective dispositions.
- Apply flexible mindsets for reflecting on and solving complex education problems regarding the diverse needs of learners, changing conditions in teaching and learning environments.
- Demonstrate an ability to acknowledge the importance of building a community where diversity is actively employed as a resource for teaching and learning.
- Demonstrate understanding of sound principles, values, dispositions and reflective attitudes in order to contemplate own teaching practice in accordance with the professional SACE code of conduct.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Integration of sound, scientific, and current knowledge related to domain-specific content for at least four subjects.
- Critically discussing and analyzing scientific knowledge related to teaching and learning.
- Displaying the ability to blend school subject content, methodology, and pedagogical knowledge.
- Demonstrating collaborative and multi-disciplinary work in developing pedagogical content knowledge.
- Demonstrating effective mediation of learning by integrating relevant knowledge and skills.
Associated Assessment Criteria for Exit Level Outcome 2:
- Critically observing, discussing, analyzing, and evaluating different cultural, linguistic, and socio-economic contexts.
- Demonstrating the ability to manage teaching and learning in diverse environments.
- Communicating own understanding on complex education issues.
- Demonstrating leadership and commitment towards addressing social and education inequalities.
- Creating healthy, respectful, and supportive learning environments.
Associated Assessment Criteria for Exit Level Outcome 3:
- Discussing and implementing relevant national, regional, and school policies.
- Understanding and implementing the curriculum requirements of different subjects.
- Promoting collaborative and holistic learning.
Associated Assessment Criteria for Exit Level Outcome 4:
- Acquiring information from authoritative sources in education.
- Using logical, scientifically based arguments in oral and written forms.
- Integrating newly gained knowledge in various discussions and assignments.
Associated Assessment Criteria for Exit Level Outcome 5:
- Demonstrating versatile mindsets to respond to diverse learner needs.
- Applying newly gained knowledge and skills in lesson planning and work integrated learning.
Associated Assessment Criteria for Exit Level Outcome 6:
- Critically assessing knowledge and skills for teaching in diverse communities.
- Developing leaders and agents of change for community well-being.
Associated Assessment Criteria for Exit Level Outcome 7:
- Critically analyzing and reflecting on values and dispositions in education.
- Receiving continuous feedback on ethical dispositions and behavior.
- Demonstrating reflective attitudes in teaching and learning situations.
Associated Assessment Criteria for Exit Level Outcome 8:
- Demonstrating knowledge of professional values in ethical decision-making.
- Illustrating respect for family, community, and cultural contexts.
- Reflecting on teaching practice and acting on feedback for improvement.
Associated Assessment Criteria for Exit Level Outcome 9:
- Demonstrating knowledge and understanding of teaching school subjects in the Senior and FET phase.
- Effectively managing classrooms while considering learner characteristics.
- Accepting responsibility for teaching decisions and learner behavior.
Integrated Assessment:
- Formative assessment includes personal growth portfolios and development feedback.
- Assessment methods include class activities, discussions, written assignments, tests, etc.
- Summative assessment includes projects, portfolios, and theoretical examinations.
- Assessments will cover all fundamental and core learning outcomes comprehensively.
Qualification Details
- Type
- National First Degree
- NQF Level
- 07
- Min. Credits
- 535
- 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.