Bachelor of Education Honours in Educational Psychology
Education, Training and Development - Higher Education and Training
Purpose and Rationale
Purpose:
The Bachelor of Education (BEd) Honours in Educational Psychology aims to achieve the following objectives:
-
Critical Engagement: Encourage learners to critically engage with various educational theories, perspectives, and philosophies that challenge conventional curriculum assumptions in South Africa and globally.
-
Human Development Theories: Provide learners with an understanding of theories related to human development stages and how they can be applied in a diverse classroom setting.
-
Inclusive Educational Theory: Help learners grasp the philosophical foundations of inclusive educational theory to effectively support all students in an inclusive classroom environment.
-
Theoretical Engagement: Prepare learners for high-level theoretical engagement and intellectual independence in addressing issues and challenges in Educational Psychology in schools.
-
Professional Limitations: Inform learners that while this qualification does not enable registration with the Health Professional Council of South Africa (HPCSA) or practice as a counsellor, it provides a strong theoretical foundation.
Rationale:
The rationale behind offering the Bachelor of Education (BEd) Honours in Educational Psychology is as follows:
-
Professional Development: Address the professional development needs of teachers by emphasizing research skills development in Educational Psychology.
-
Researcher Development: Given the educational landscape in South Africa, it is crucial for teachers to engage critically with educational issues and contribute new knowledge through research.
-
Teachers as Researchers: Empower teachers to become researchers who can identify, conduct, and develop research-based solutions to challenges within Educational Psychology.
-
Capacity Building: Strengthen teachers' skills to undertake independent research at a Master's level, thereby enhancing their contribution to the field of education.
Overall, the qualification aims to equip educators with the necessary skills and knowledge to navigate the complex educational environment and contribute meaningfully to educational practice through research and critical engagement.
Outcomes
- Engage with the conceptualisation of the controversial nature of ''curriculum'' as a field of study, including an understanding of the broader impact of curriculum on society.
- Explain the philosophical underpinnings of inclusive educational theory and support.
- Describe the concepts, theories and issues in developmental psychology and explain the critical impact of the social context on the development of the child.
- Discuss how coping theory, theory of happiness, asset-based theories and models of resilience apply to counselling.
- Conduct independent research/inquiry in Educational Psychology.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Understand the history, development, and evaluation of curriculum in South Africa
- Explain the complexities of educational change in South African curricula
- Discuss the mismatch between intention and the realities of South African classrooms
- Outline the reasons for curriculum change from NATED 550 to CAPS
- Discuss the impact of curriculum on society
- Assess theoretical models explaining curriculum construction
- Explain challenges of an inclusive curriculum in South Africa
- Explore the teacher's role as an agent of social change through curriculum
Associated Assessment Criteria for Exit Level Outcome 2:
- Discuss Functional Behaviour Assessment (FBA) theory and Positive Behaviour Support (PBS)
- Understand the application of PBS and FBA in South African schools
- Explain the importance of educational collaboration for inclusive practices
- Exposition on how educational collaboration can advance inclusive practices
Associated Assessment Criteria for Exit Level Outcome 3:
- Apply Bronfenbrenner's eco-systemic approach to child development in a South African context
- Identify applications of eco-systemic model to cognitive, language, and moral development
- Understand Piaget and Vygotsky's theories of cognitive development
- Explain resilience in the face of barriers to learning in South Africa
Associated Assessment Criteria for Exit Level Outcome 4:
- Compare asset-based approaches with needs-based approaches
- Understand asset mapping in planning counselling sessions
- Explain factors influencing helping relationships and their impact on counselling
- Discuss identity formation theory and cognitive regulation theory in asset-based counselling
- Critically discuss theories underpinning counselling
Associated Assessment Criteria for Exit Level Outcome 5:
- Describe philosophical underpinnings of research paradigms
- Conduct research on critical contemporary issues in Educational Psychology
- Identify a research problem and conduct a literature review
- Assess research methodologies appropriate to the research problem
- Obtain and analyze data to develop findings and conclusions
- Produce a written record of research findings according to research standards
Integrated Assessment:
- Comply with institution's Assessment Policy focusing on formative and summative assessment
- Use formative assessment strategies to develop literacy, research skills, and comprehension of key themes
- Employ developmental formative assessments to engage with theoretical perspectives
- Build capacity for research proposal development, research conduct, and report writing
- Prepare for final exams if applicable.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- SAQA Source
- More Information
Education Cost Calculator
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.