Bachelor of Education in Intermediate Phase Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Bachelor of Education (BEd) in Intermediate Phase Teaching
Purpose:
The purpose of the Bachelor of Education (BEd) in Intermediate Phase Teaching is:
- To prepare beginner Teachers to demonstrate academic and professional competence and responsibility.
- To develop learners to comply with the minimum competences of a beginner Teacher as described in the Minimum Requirements for Teacher Education Qualifications (MRTEQ).
- To equip learners with required subject content knowledge, educational theory, and methodology.
- To provide strong subject content knowledge.
- To offer theoretical and practical knowledge of relevant themes in general education and subject methodology, as well as practical skills and work experience.
- To enhance communication skills (verbal, written, and electronic) and academic literacy.
- To create awareness of the coherence among the various aspects mentioned.
- To intellectually enrich learners to develop enquiring, research-oriented minds to adapt in diverse socio-political and educational environments.
- To prepare learners to teach in the Intermediate Phase.
- To cultivate a commitment to social justice and environment responsibility.
- To foster personal and social responsibility through community involvement and sensitivity towards diversity.
- To nurture leadership qualities to deliver positive contributions to community well-being.
Rationale:
The rationale behind the Bachelor of Education (BEd) in Intermediate Phase Teaching is as follows:
- Aligned with the latest requirements of The Minimum Requirements for Teacher Education document published in 2011.
- Aims to produce reflective, intellectually enriched, and culturally responsive learners with flexible mind-sets.
- Empowers learners to teach subjects in which they are qualified and contribute to learners' and communities' well-being globally.
- Addresses the demand for Teachers specializing in the Intermediate Phase.
- Specifically meets the need for Teachers qualified to teach scarce subjects like Mathematics, Natural Sciences, and Languages.
Outcomes
- Demonstrate integrated knowledge related to teaching of at least four subjects selected from across the relevant domains.
- Take into account, and solve complex problems regarding the different cultural, linguistic and socio-economic contexts and environments in which teaching and learning takes place, particularly in the South African context.
- Interpret, implement, and evaluate curricula and policies (those applicable to the Intermediate phase in particular) in order to promote trans-disciplinary, collaborative, and holistic learning.
- Gather, evaluate and integrate knowledge from different authoritative sources pertaining to education (Scientific Literature, Curricula, Lecturers, practicing Teachers, etc.) and contemplate, evaluate and validate new knowledge and opinions, in order to form and adapt own opinions, hone own cognitive skills and obtain enquiring and reflective dispositions.
- Reflect on and solve complex education problems regarding the diverse needs of learners, the changing conditions in teaching and learning environments (e.g., country, school and classroom) and the ever-expanding conceptualisation of teaching related to the subject areas of choice.
- Acknowledge the importance of building a community where diversity is actively employed as a resource for teaching and learning.
- Demonstrate principles, values, dispositions and reflective attitudes that prepare learners to contemplate their own teaching practice and to act according to the South African Council for Educators (SACE) code of conduct, and accept responsibility for their decisions and actions.
- Demonstrate shared professional values, including a commitment to diversity and inclusion### respect for family, community, and cultural contexts### respect for scientific evidence in theory practice, as a guide to professional and ethical decisions### and reliance on guiding principles of the cognitive, affective and moral development of the adolescent.
- Demonstrate reflective attitudes that prepare learners to contemplate their own learning and their teaching practice, manage and take responsibility for their own learning and for continuing their professional learning once they have entered the Intermediate phase classroom.
- Display integrated knowledge of content, how to teach their school subjects, and display ethical behaviour and dispositions in order to function as well-rounded and accountable Teachers.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Discuss, analyse, evaluate, and integrate current knowledge related to domain-specific content in four selected subjects across relevant domains.
- Discuss, analyse, and evaluate current scientific knowledge related to subject methodologies and general pedagogical knowledge.
- Integrate school subject content, subject methodology, and general pedagogical knowledge to develop and apply pedagogical content knowledge in various assessments.
Associated Assessment Criteria for Exit Level Outcome 2:
- Identify and discuss the influence of cultural, linguistic, and socio-economic contexts on teaching and learning.
- Manage teaching and learning in diverse contexts during Work Integrated Learning.
- Create healthy, respectful, supportive, and challenging learning environments.
- Develop partnerships with other professionals and integrate environmental education in teaching.
Associated Assessment Criteria for Exit Level Outcome 3:
- Discuss, interpret, evaluate, and implement relevant national, regional, and school policies.
- Implement regional and school policies in lesson planning and presentation.
- Discuss, interpret, evaluate, and implement the intermediate school phase curriculum.
Associated Assessment Criteria for Exit Level Outcome 4:
- Gather information from authoritative sources related to education.
- Evaluate and integrate teaching information into lesson planning.
Associated Assessment Criteria for Exit Level Outcome 5:
- Respond to diverse learner needs and changing teaching environments.
- Solve complex education problems using knowledge gained from experienced Teachers and scientific literature.
Associated Assessment Criteria for Exit Level Outcome 6:
- Analyse and evaluate diverse communities as a resource for teaching and learning.
- Demonstrate leadership and contribute to the well-being of communities.
Associated Assessment Criteria for Exit Level Outcome 7:
- Analyse, evaluate, and apply principles, values, and dispositions in education.
- Reflect on teaching practice and take responsibility for professional development.
Associated Assessment Criteria for Exit Level Outcome 8:
- Demonstrate knowledge of shared professional values in ethical decision-making.
- Show respect for family, community, and cultural contexts.
Associated Assessment Criteria for Exit Level Outcome 9:
- Identify learning needs of learners and monitor progress.
- Improve teaching practice based on feedback from peers, lecturers, and practicing Teachers.
Associated Assessment Criteria for Exit Level Outcome 10:
- Understand and implement the methodology of teaching school subjects in the Intermediate Phase.
- Manage classrooms effectively considering learner characteristics.
- Accept responsibility for decisions regarding learner education and resource use.
Integrated Assessment:
- Continuous formative assessment using various methods to achieve exit level outcomes.
- Utilize personal growth portfolio for practice and field experience.
- Provide feedback during contact sessions to enhance teaching and learning.
Qualification Details
- Type
- National First Degree
- NQF Level
- 07
- Min. Credits
- 539
- 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.