| Code | Faculty |
|---|---|
| 09240005 | Faculty of Education |
| Credits | Duration |
|---|---|
| Duration of study: 1 year | Total credits: 128 |
A candidate can be admitted if he/she holds one of the following qualifications:
• a Bachelor’s degree and a teacher’s diploma/Postgraduate Certificate in
Education (eg BA + HED); or
• a four year composite degree in Education (eg BEd, BAEd); or
• an M+4 appropriate teacher’s diploma, subject to specific approval; or
• an appropriate Advanced Diploma in Education; or
• another academic qualification and appropriate prior learning, considered equivalent by the Dean for
admission to a specific package.
Selection is based on:
In addition to the listed programmes, a student may register for a selection of modules which does not conform to a specific package. This requires a written application which is recommended by the Head of Department in which the research project is to be pursued and approved by the Dean. The Head of
Department may require specific modules to be taken. The written application is to be submitted to the Dean through Student Administration after a recommendation has been obtained from the Head of Department.
Such a specially approved combination must consist of a minimum of 128 credits, and must contain at least the core modules NMQ 745, CDD 710 and EDS 711 together with at least 48 credits of elective modules drawn from the listed packages.
The research project consists of NMQ 755 and one of the research report modules (AQA 780, CDV 780, CIE 780, WEM 781, LSG 780 or SMP 780). At least one of the modules of the combination must be cognate with the research project.
The degree will be awarded as the Bachelor of Education Honours (General).
Subject to exceptions approved by the Dean, on the recommendation of the head of the department, a student may not sit for an examination for the honours degree more than twice in the same module.
A final-year student who has failed a maximum of three semester modules or their equivalent, with a final mark of at least 40% in each, may be admitted by the Dean to a special examination/s in these modules during January of the following year, provided that this will enable the student to comply with all the requirements for the degree.
Minimum credits: 128
Module content:
Write a short report. Small-scale action research in the school or work place. Research proposal development. Use qualitative and/or quantitative methods.
Module content:
Write a short report. Small-scale action research in the school or work place. Research proposal development. Use qualitative and/or quantitative methods.
Module content:
This module equips students to develop core competencies regarding the conceptualisation and undertaking of a research project within a CIE (computer integrated education) or ICT (information and communication technology) context. Students should have a clear understanding of the elements that comprise a research repoort which include formulating a resarch proposal and conducting and applying basic and appropriate research methodology. A research report for presentation of the research is written.
Module content:
Research project of limited scope. Application of quantitative and/or qualitative research methods. Writing a research report and presenting a research paper in a team.
Module content:
Write a research report; Small-scale action research in the teaching/training situation. Research proposal development; Use quantitative and/or qualitative methods.
Module content:
Theory and practical research on: values, human rights (a values perspective). Integration/cohesion, diversity, democracy. Managing values and human rights in education.
Module content:
Guided literature research, formulation of a conceptual framework and development of a research proposal for a supervised research project of limited scope.
Module content:
Principles and foundations of curriculum/programme design and development. International and national models and trends in curriculum/programme development. Principles of outcomes-based programming in the SAQA context. Curriculum development models and instruments in action. Situation and task analysis needs assessment. Development. Dissemination. Implementation as a change process. Assessment and evaluation.
Module content:
The nature of educational enquiry: contexts of research, research ethics, truth, rationality, subjectivity and objectivity; Quantitative and qualitative modes of enquiry, research designs and data collection techniques. Various approaches to qualitative research including case study research, historical research, ethnographic research, and action research. Basic concepts and principles of quantitative research. Statistical techniques in the educational research process. Survey methodology and questionnaire design. Classification and graphical representation of data. Descriptive measures. Statistical inference. Data-processing procedures. Parametric versus non-parametric tests. Some test statistics (e.g. F-Test and T-test). Formulating a research methodology for a limited project.
Module content:
Meta-theories in education. Empiricism; rational empiricism; critical rationalism; critical theory; phenomenology; hermeneutics; system theory; philosophies in education: traditional philosophies; indigenous (African) philosophies. The influence of modernism and postmodernism on education. Sociological imperatives for education. Theories of societal change and roles and values of education. Comparative perspectives on learning theories and their meaning for education.
Copyright © University of Pretoria 2024. All rights reserved.
Virtual Campus
Get Social With Us
Download the UP Mobile App