| Code | Faculty | Department |
|---|---|---|
| 09240021 | Faculty of Education | Department: Humanities Education |
| Credits | Duration | NQF level |
|---|---|---|
| Minimum duration of study: 1 year | Total credits: 128 | NQF level: 08 |
For Oral Literacies in African Language Education (ALE 730) IsiZulu/IsiNdebele/Sepedi/Setswana 1, 2, 3 will be required. Beginner’s courses are not acceptable.
Selection is based on:
Subject to exceptions approved by the Dean, on the recommendation of the relevant head of 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:
Supervised research project of limited scope. Use qualitative and/or quantitative methods. Writing a short report.
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:
Foundations, principles and ethics of assessment practices. International trends. Quantitative and qualitative modes of assessment and appropriate instruments. Generating evidence for assessment. Assessment and quality assurance. Techniques of computer-based assessment.
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:
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.
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:
Professional development as educator to optimise independence, interdependence, and self-renewal. Implementing principles of personal vision, personal leadership, personal management, interpersonal leadership, creative cooperation, and balanced self-renewal through action research.
Module content:
The aim of this postgraduate module is to equip students with the advanced pedagogical knowledge and research in oral literacies in African languages. This includes among others students’ conceptualisation of issues dealing with language planning and policies, literacy in African oral literature, conceptualisation of ideas to promote and intellectualise African languages to suit the demands of modern learners. The significance of this module will be to:
Module content:
The module aims to equip and develop research scholarship on interdisciplinary Creative Arts Education. Critical investigations and analysis of policy documents and existing practices will encompass formal, informal and non-formal contexts of integrated Creative Arts Education. The exploration to work academically and determining theoretical underpinnings towards the transformation of an interdisciplinary Creative Arts Education in an ever-changing local and global post-colonial research society is developed. This will include processing new information and developing critical analytical thoughts about the engagement with research that are central to Creative Arts education.
Module content:
Visions of education for a multicultural society strive for equity of opportunity to learn, largely through the convergence of three practices: heterogeneous grouping, highly interactive instruction that appeals to a wide variety of learning styles, and inclusive curricula. A constructivist understanding of education, in which learners are active architects of meaning, permeates this collaborative vision of education. From a multicultural perspective, all students should receive an education that continuously affirms human diversity; one that embraces the history and culture of all racial groups and that teaches people to take charge of their own destinies.
Module content:
This module is informed by a commitment to gender equality and gender justice. It explores the concept of gender in various educational settings. It entails the intersecting relationships between gender, curriculum and identity by including related topics such as feminism and its origins, masculinity and femininity in the classroom and LGBTI issues in education among other. The module further explores topics such as gendered relationships between dominant and marginalised subjects, gender curriculum and young children as well as sexuality and the curriculum. It aims to develop a gendered awareness of how the curriculum operates in terms of curricula policies, classroom practices and materials and how this influences the construction of gendered identities.
Module content:
This module is informed by a commitment to greater depth of Pedagogical Content Knowledge (PCK) in Geography Education. It explores the concept of PCK, and how PCK can be developed amongst Geography Teachers, to make Geography teaching and learning more effective. The module also examines ‘alternate’ conceptions and misconceptions in Geography; and how a stronger and more well developed PCK can empower teachers to become ‘Master Teachers’ of Geography. A special emphasis on the importance and value of Graphicacy and Spatial Thinking (and Spatial Technologies) will be applied to the teaching approach of this module, for Geography Education. In the process, various methodologies, policies, the CAPS document and assessment practices in more effectively teaching Geography will be unpacked, researched and explored.
Module content:
The module aims to examine and debate the nature of African History and how it manifests itself within African and non-African school contexts. Selected issues related to the teaching of African History such as Eurocentrism; African scepticism; Gender; Racism; African indigenous historical knowledge; postcolonialism; decolonisation and the nature of historical evidence on Africa will be engaged with. In the process methodologies, policies and theories to teach African History effectively will be explored.
Module content:
This module introduces the concepts of multi-literacies and multimodality highlighting the importance of these when teaching learners from diverse linguistic and cultural communities. The topics dealt with in this module should not be seen in isolation but are interrelated and are applicable to teaching in the global classroom. Topics include, among others, language and literacies; language acquisition theories; current language policies; the multilingual classroom; English as a lingua franca; World Englishes; globalisation and school and social literacies. The student is expected to design appropriate applications of various concepts in innovative classroom practices that reflect an advanced knowledge of key South African texts, policies and issues as addressed in this module.
Module content:
The aim of this module is to develop skills, knowledge, values and attitudes that empower students to make informed decisions and to take appropriate actions in diverse educational contexts. Life orientation focuses on the self in society. As an educator it is important to realise that teaching and learning of skills, values and attitudes that occurs in the classroom must be linked to learners' everyday lives. This module aims to equip students to achieve their optimal intellectual, personal and emotional potential.
Module content:
The module entails two parts PE and SS. The integration between the two parts will entail themes related to the teaching of PE, managing SS and focusing on sport as a social phenomenon. The module will judge learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes, in turn, promote PE as a school subject in schools. The module aims to investigate global trends in physical activity in various national and international educational settings. The CAPS policy document and the Sport and Recreation South African policies are the focal point for the study of educational practice. This module will provide and build on the theoretical foundations of PE and SS to build the capacity to do research in these fields. The module aims to prepare students to recognise gaps in the market place for further research and investigation.
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