Bachelor of Education in Senior Phase and Further Education and Training Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Purpose:
The primary purpose of the Bachelor of Education in Senior Phase and Further Education and Training Teaching (BEd (SP and FET Teaching)) is to equip Teachers with disciplinary and pedagogical content knowledge that will enable them to be able to teach in both primary and secondary schools or in FET colleges. The qualification aims to prepare the Teacher to be able to:
-
Be an encouraging, supportive and humane facilitator in the teaching-learning situation to enable learners to discover their talents, realise their physical and intellectual potentialities to the fullest, and to develop character and desirable social and human values needed to function as responsible citizens.
-
Be an active member of a group of persons who is able to make a conscious effort for curricular renewal so that it is relevant to the changing societal needs and the personal needs of learners.
-
Understand the way learning occurs and to create plausible situations conducive to learning.
-
Be sensitive to the social, professional and administrative contexts in which they need to operate.
-
Identify own personal expectations, perceptions of self, capacities and inclinations.
-
Formulate own professional orientation as a teacher in situation-specific contexts.
-
Address the learning needs of all children, including those who are marginalised and disabled.
-
Develop the needed counselling skills and competencies to be a 'facilitator' for and 'helper' of children needing specific kinds of help in finding solutions for day-to-day problems related to educational, personal and social situations.
-
Acquire in-depth critical knowledge in their key learning areas (Disciplinary Learning) and in the pedagogy of facilitating the learning (Pedagogical Learning) of secondary school students and those in TVET colleges in these subject areas.
-
Develop sensitivity to the needs and characteristics of their learners at those levels (i.e. at secondary schools and TVET colleges); awareness of the social context and implications for schooling (Situational Learning); understanding of educational challenges and issues; self-awareness including awareness of the influence of their Teachers' personal theories, values and modes of operation in the motivation of learning, knowledge, skills and attitudes; theory and research on effective teaching practices and flexibility to enable constructive work in educational settings (Practical Learning).
The qualification will also prepare Teachers to be reflective practitioners, who are oriented towards an inquiry disposition. Teachers will also be exposed to introductory research methods so that they will be able to be reflexive practitioners in their schools and FET settings.
Rationale:
The Bachelor of Education in Senior Phase and Further Education and Training Teaching (BEd (SP and FET Teaching)) aims to produce employable graduates who can make an impact in society by being able to use cutting edge technology and teaching methods. The qualification is designed to ensure Teachers are equipped with the relevant and requisite specialised knowledge, skills, values, attitudes and competencies to be able to teach effectively in scarce subjects. Currently there is a need for Teachers in subjects such as Mechanical Technology and Electrical Technology, therefore the focus of the BEd (SP and FET Teaching) is Mathematics or Science (Physics, Chemistry) or Electrical and Mechanical Technology.
Outcomes
- Teach and assess effectively in the specific area of specialisation.
- Manage classrooms effectively across diverse contexts in order to ensure a facilitative learning environment.
- Engender a positive work ethic, display appropriate values and ability to conduct oneself in a manner that befits, enhances and develops the teaching profession with a focus on the development of a professional teacher committed to the teaching profession.
- Conduct research within the context of teaching and learning in the secondary school and FET College environments, including consideration of interdisciplinary aspects (Educator as a Researcher).
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Utilize inquiry-based learning to empower learners in their learning process.
- Apply various knowledge practices such as disciplinary learning, pedagogical learning, practical learning, fundamental learning, and situational learning.
- Critically analyze and evaluate teaching and learning outcomes in secondary schools and TVET colleges.
- Understand policies like CAPS and National Curriculum Statement Grades R - 12.
- Unpack school curriculum content and design suitable learning programs.
- Assess learners effectively and utilize assessment results for improvement.
- Search for relevant content, plan lessons, and apply flexible teaching methods in mechanical technology.
- Impart knowledge to SP and FET learners and guide them in career choices.
- Use computers as a learning tool and understand pedagogical approaches.
- Communicate effectively to mediate learning.
Associated Assessment Criteria for Exit Level Outcome 2:
- Discuss key concepts like learning and development, diverse adolescent abilities, and learning equity.
- Reflect on educational practices based on human development theories.
- Understand philosophical issues in education and appreciate the value of Philosophy of Education.
- Interpret texts critically to analyze educational practices.
- Apply theories of human development to classroom practice.
- Recognize the importance of psychology of education for pedagogy.
- Evaluate diverse learning styles and strategies.
- Be culturally and aesthetically sensitive in various social contexts.
Associated Assessment Criteria for Exit Level Outcome 3:
- Reflect critically on their own practice and improve it.
- Understand contemporary issues in a global context and demonstrate ethical responsibility.
- Recognize the need for life-long learning and effective communication in multi-disciplinary teams.
- Solve problems using critical and creative thinking.
- Work effectively in a team and manage activities responsibly.
Associated Assessment Criteria for Exit Level Outcome 4:
- Explore research paradigms and understand qualitative, quantitative, and mixed methods.
- Apply design types for qualitative and quantitative research.
- Demonstrate strong subject knowledge in research writing and apply research concepts to real-world situations.
- Communicate effectively in research activities.
Integrated Assessment:
- Transparent, valid, and fair assessment procedures.
- Formative and summative assessments.
- Weightings of assessment tasks outlined in module booklets.
- School-based WIL assessment conducted over four years.
- Teaching practice assessment through collaboration between various stakeholders.
- Research project completion in the fourth year.
These assessment criteria ensure that teachers are equipped with the necessary skills and knowledge to excel in their profession and contribute effectively to the education sector.
Qualification Details
- Type
- National First Degree
- NQF Level
- 07
- Min. Credits
- 484
- 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.