Advanced Diploma in Education in Further Education and Training Physical Sciences Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Purpose and Rationale of the Qualification
Purpose:
The purpose of the qualification is to afford learners the opportunity to strengthen their pedagogical content knowledge (PCK) through Professional Practice-Based Learning (PPBL). This will be achieved when learners are able to demonstrate:
- A thorough understanding and competency of, and interact responsibly with, the required subject content knowledge base, educational theory and methodology.
- Knowledge and skills in the teaching of Physical Sciences in the FET phase.
- A specific depth of and specialization in knowledge, together with practical skills and workplace application.
- Initiative and responsibility in an academic and professional teaching environment.
- Intellectual independence and the development of some level of research competence in the field of education and more specifically, teaching and learning.
- An understanding of the diversity in the South African and human context in order to teach in a manner that includes all learners.
Rationale:
The adoption of the new Higher Education Qualifications Sub-Framework (HEQSF) has necessitated the alignment of all higher education qualifications with the HEQSF. In addition, teacher education qualifications need to satisfy the demands of the Minimum Standards for Teacher Education Qualifications (MRTEQC) that was promulgated by Government Gazette Vol 553, Number 34467 on the 15th July 2011. The MRTEQC identifies three broad qualification pathways that teachers may follow with a view to advance their careers, of which one is a teaching and learning pathway. This application serves all of these purposes. The qualification envisions a teacher who can think critically and who possesses the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts.
Outcomes
- Understand and interact responsibly with the required subject content knowledge base, educational theory and methodology.
- Reflect on knowledge and skills in the teaching of Physical Sciences in the FET phase.
- Show initiative and act responsibly in an academic and professional teaching environment.
- Demonstrate an understanding of the diversity in the South African and human context in order to teach in a manner that includes all learners.
- Show intellectual independence and the development of some level of research competence in the field of education and more specifically, teaching and learning.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Demonstrate an integrated knowledge of the fundamentals of Physics and the skills to teach in the South African educational context.
- Identify and explain the dynamics of the current curriculum.
- Demonstrate an awareness of possible subject misconceptions.
Associated Assessment Criteria for Exit Level Outcome 2:
- Discuss key features of the curriculum and their impact on planning, teaching, and assessment practices.
- Creatively manage and use teaching and learning resources.
- Explain school structures, systems, and procedures and evaluate their impact on curriculum delivery.
- Demonstrate competence in monitoring and evaluating learner achievement, policy development, and facilitating curriculum development.
Associated Assessment Criteria for Exit Level Outcome 3:
- Introduce and facilitate collaborative learning methods and processes.
- Demonstrate leadership in a complex and rapidly changing society in the South African teaching environment.
- Demonstrate knowledge of professional conduct, ethics, legal responsibilities, and the role of the wider societal context in the education of children.
Associated Assessment Criteria for Exit Level Outcome 4:
- Support and nurture learning and development in diverse educational contexts.
- Identify learners with particular learning needs and provide necessary support.
- Support the adolescent learner developmentally, cognitively, emotionally, and psychologically.
Associated Assessment Criteria for Exit Level Outcome 5:
- Evaluate and apply different assessment strategies.
- Demonstrate learning to improve own practice by engaging in critical evaluation of recent research and literature linked to their subject specialism.
- Consider common research methods in educational research for application.
- Carry out independent educational research in relation to educational policy, practice, and theoretical development.
Integrated Assessment:
- Integrate learner assessment in the whole system of a programme approach to teaching and learning.
- Conduct formative assessments through tests, assignments, projects, case studies, etc.
- Conduct summative assessments through formal examinations at the end of each year.
- Include school-based Work Integrated Learning, including supervised and assessed teaching practice, as an essential part of the Advanced Diploma.
- Require teachers in a full-time contact qualification to spend a period of time in formally supervised and assessed school-based practices over the duration of the Degree.
Qualification Details
- Type
- Advanced Diploma
- NQF Level
- 07
- Min. Credits
- 120
- SAQA Source
- More Information
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