| Code | Faculty |
|---|---|
| 09227011 | Faculty of Education |
| Credits | Duration |
|---|---|
| Duration of study: 1 year | Total credits: 120 |
The PGCE consists of a university-based learning (UBL) component and a school-based learning (SBL) component. The UBL component is presented in the format of learning shops during which students construct a practice theory of and for education. For the purpose of the SBL component, students are placed in two partnerships schools with different compositions for 8 weeks each (a total of 16 weeks), during which they engage in education practice while they are supported and assessed by qualified mentor teachers and university lecturers.
The choices in compiling the package have to be approved by the package coordinator before registration.
A bachelor’s degree or appropriate DHET approved diploma and the successful completion of a SAQA accredited language course or first-year module for home language or beginner speakers of an Indigenous African language. Successful completion of computer, academic and information management or equivalent modules in a first degree or the equivalent of a SAQA accredited computer literacy course.
The MRTEQ policy (Gazette 34467) stipulates that the minimum admission requirement into a PGCE is an appropriate diploma or bachelor’s degree. An appropriate diploma or degree should include sufficient disciplinary learning in appropriate academic fields to enable the development of teaching specialisation or/and subjects as specified for each school phase. The MRTEQ policy also clearly defines minimum entrance requirement guidelines in terms of sufficient subject knowledge per qualifier, some specialisations and DHET approved diplomas (the DHET will publish a list of approved diplomas for entry into an Advanced Diploma in Teaching). Furthermore, a student’s choice in elective modules depends on the phase that a student qualifies for. In this regard the MRTEQ policy describes various factors that influence the range of teaching specialisations. These include:
• Specialised pedagogical content addressing the particular qualifier;
• Specialist requirements for the knowledge mix per qualifier;
• Minimum admission requirements;
• Approved teaching specialisations for Initial Teacher Education Qualifications;
• Approved basic competences of a beginner teacher.
Foundation Phase Teaching:
English passed at First year level. Psychology and/or Education passed at second-year degree level. Any ONE official language passed at first-year degree level besides English. Preference will be given to candidates who passed with above average academic performance in their prior degree.
Class attendance
The teacher education programmes of the Faculty of Education have been approved and accredited by the Department of Education. Due to the fact that the Faculty places high emphasis on the development of skills and competences, class attendance is compulsory for all student teachers for the full duration of the training period specified by SAQA (South African Qualification Authority).
Programme delivery
The PGCE consists of a university-based learning (UBL) component and a school-based learning (SBL) component. The UBL component is presented in the format of learning shops during which students construct a practice theory of and for education. For the purpose of the SBL component, students are placed in two partnership schools with different compositions for 6 weeks each (a total of 12 weeks), during which they engage in education practice while they are supported and assessed by qualified mentor teachers and university mentor lecturers.
PPF 400 and PRO 410 are assessed through continuous and integrated assessment conducted on beginner teacher competence-based criteria. Assessment and feedback will be done continuously, as well as at the end of the first semester. At the end of the year students willbe required to demonstrate their professional growth through a portfolio.
Special examinations in the Faculty of Education
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 in these modules during January of the following year, provided that this will enable the student to comply with all the requirements for the certificate.
The PGCE will be awarded with distinction to a student who obtained 75% in each of the Professional development (PPF 400), Facilitating learning (FCL 400) and the specialisation module(s), as well as an average of 75% in all the other modules.
Computer literacy
The computer literacy of all students will be determined by a proficiency test. Students are placed in a specified computer literacy module according to their performance in the proficiency test.
Minimum credits: 139
Module content:
FOE 401 introduces the study of education and its foundations. Students are guided in the exploration of philosophers in education such as Rousseau, Pestalozzi, Montessori, Gandhi, Steiner, Dewey, Piaget, Vygotsky, Illich, Freire and Lakoff. A dissecting look at the historic and futuristic trends that impacts change in education.
Module content:
GPE 401 refers to knowledge of varied situations, contexts and environments of education as well as prevailing policy, political and organizational contexts. GPE 401 is driven by an agenda of social justice and service learning where students discuss dealing with future scenarios in education emerging from globalisation, world of work and other contextual streams. Students study and experience the contextual understanding of the human and sociological development impacting on education with particular reference to following an asset-based approach to managing a diverse, multicultural, multi-ethnic group of learners often contending with problematic home circumstances and under the threat of HIV/Aids.
Module content:
This is the first official full-time module where students fully engage in teaching within the professional school environment under the mentorship of an experienced teacher as well as an experienced mentor lecturer for a period of 6 weeks in the second term of the school year. The students need to take responsibility for individual and solo teaching in their respective specialization courses. The main focus is on general classroom practice, school administration, extra-mural activities and to act as responsible citizens within the school environment.
Module content:
This is the first official full-time module where students fully engage in teaching within the professional school environment under the mentorship of an experienced teacher as well as an experienced mentor lecturer for a period of 6 weeks in the third term of the school year. The students need to take responsibility for individual and solo teaching in their respective specialization courses. The main focus is on general classroom practice, school administration, extra-mural activities and to act as responsible citizens within the school environment.
Module content:
In FCL 401 students study the principles, practices and methods of teaching in a generic pedagogical sense. In particular general instructional knowledge is introduced using discursive resources to analyse practices across a variety of contexts, drawing from the latest textbooks, case studies (video and written based) and discussions.
Module content:
ICT 410 builds on the basic competency that AIM 101 produces and aims to further enhance students’ information and communication technology literacy. The main focus of this module is on advancing technology skills in using information and communication technology for pedagogical, administrative and professional practices of pre-service teachers. This module aims to present ICT; as a cognitive and instructional tool in teaching and learning; as a tool to enhance administrative functioning and as a tool for professional development.
Module content:
ICT 401 focuses on the specialised selection, utilisation and development of appropriate designs and levels of single purpose and multipurpose learning support and assessment using various technologies in teaching. The module makes use of specialised software in order to assist educators in designing learning materials in their field(s) of specialisation, finding information, exploring the Internet and using an electronic portfolio. As pre-requisite to this module students need to have demonstrated advanced technological skills that surpasses the outcomes of ICT 400.
Module content:
LNT 401 incorporates general pedagogical knowledge which includes knowledge of learners, learning, curriculum and general instructional and assessment strategies. This study focuses on different theories of learning. Students will be challenged to explore most recent research on learning style preferences and motivation, whole-brain learning and multiple intelligences and possible causes of poor and underachievement to enable them to cater for the diversity of learners. Theory and practice of teaching assessment. Recording and reporting of assessment. Self-assessment, peer assessment and formal assessment. Accommodations and alternative assessment of learners with a disability. Concepts, elements and skills of critical and creative thinking will be dealt with to create challenging and supportive learning environments.
Module content:
PEL 410 deals with professional ethics and aims to develop a positive work ethic within beginner teachers. This module explores and reflects on human rights, environmental and democratic issues impacting on own practices. Critical analysis of education systems (education policy) and its impact on the micro level (in the classroom) in education. Knowledge of the elements of effective school management, systems of discipline and defining activities that promote an awareness of citizenship, human rights and the principles and values of the Constitution. Interpret educational legislation dealing with HIV/Aids, drugs and violence. Identifying and internalising ethical professional educator behaviour (professional ethics in teaching).
Module content:
This module is specifically designed to facilitate the integration of all content in the PGCE course. The principle objective of this module is to assist in your holistic development as a professional teacher. The purpose of this module is to introduce students to professional practice within the school context. Secondly, the aim is to facilitate assimilation and connection between knowledge and skills that have been obtained in the PGCE course as a whole. This is done in order for student-teachers to create a personalised and integrated professional practice theory. Through this development student-teachers then practice the skill of being reflective practitioners.
Module content:
To equip students with the foundational content and skills to develop the literacy and language proficiency of Foundation Phase learners (Grades R, 1,2, 3) and support them in their home language development so that they can become confident learners and competent communicators in at least two languages. Students can choose two languages form the following home languages: Afr/ Eng/ Sepedi/ isiZulu/ Setswana/ isiNdebele.
Module content:
To facilitate knowledge, understanding and application of early mathematical knowledge, concepts, skills and processes. To further improve students’ knowledge, skills and attitudes related to foundation phase mathematics. Attention is also given to the planning of activities, learning resources and assessment procedures to ensure effective learning in the mathematics programme. Academic mathematical knowledge is also part of the content.
Module content:
To broaden students’ knowledge and understanding of Life Skills and Social Sciences (including citizenship and human rights) so as to guide them for teaching beginning knowledge in these areas to young learners. It addresses the personal and social well-being of the young learner, which is crucial to their social, intellectual, emotional and physical development, as well as to their ability to make appropriate and contextualised choices.
Module content:
Understand, plan, implement and assess learning through play to promote learning and development in the early years, particularly Grade R. The following reflect the topics to be covered: the aim and purpose of early childhood education, the role of play in Grade R classrooms; the developmental milestones of 3 to 6 year olds; the daily programme for Grade R including structured, routine and free play activities as well as general principles and resources for a Grade R class.
Module content:
To equip students with skills and knowledge of teaching language skills like listening and speaking to English first additional language learners in the Foundation Phase (Grade R, 1, 2, 3). Attention to reading and writing as well as grammar and children’s literature is offered in this regard.
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