•
•
All classroom teachers will develop in the following seven roles as appropriate to their practice.
The roles of teachers are (The Department of Higher Education and Training, 2015. The Minimum
Requirements for Teacher Education Qualifications. Pretoria: Government Printing Works p. 60):
•
Specialist in a phase, subject discipline or practice
The educator will be well grounded in the knowledge, skills, values, principles, methods and
procedures relevant to the phase, subject, discipline or practice.
•
Learning mediator
The educator will mediate learning in a manner which is sensitive to the diverse needs of
learners, including those with barriers to learning; construct learning environments that
are appropriately contextualised and inspirational; and communicate effectively, showing
recognition of, and respect for the differences in others.
•
Interpreter and designer of learning programmes and materials
The educator will understand and interpret provided learning programmes, design original
learning programmes; identify the requirements for a specific context of learning; and select
and prepare suitable textual and visual resources for learning.
•
Leader, administrator and manager
The educator will make decisions appropriate to the level; manage learning in the classroom;
carry out classroom administrative duties efficiently; and participate in school decision
making structures.
•
Scholar, researcher and lifelong learner
The educator will achieve ongoing personal, academic, occupational and professional growth,
through pursuing reflective study and research in their field, in broader professional and
educational matters and in other related fields.
• Assessor
The educator will understand that assessment is an essential feature of the teaching and
learning process and know how to integrate it into this process.
•
Community, citizenship and pastoral role
The educator will practise and promote a critical, committed and ethical attitude towards
developing a sense of respect and responsibility towards others.
2.2.2 Basic Competences of a Beginner Teacher
The following are a minimum set of competencies required of newly qualified teachers (The
Department of Higher Education and Training, 2015. The Minimum Requirements for Teacher
Education Qualifications. Pretoria: Government Printing Works. p. 64):
•
Newly qualified teachers must have a sound subject knowledge.
•
Newly qualified teachers must know how to teach their subject(s) and how to select,
determine the sequence and pace content in accordance with both subject and learner needs.
•
Newly qualified teachers must know who their learners are and how they learn; they must
understand their individual needs and tailor their teaching accordingly.
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School of Psychology
& communication
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EDUCATION
School of
FINANCE & ACCOUNTING
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3. Specific information aligned to The IIE Bachelor of Education degrees
(Foundation Phase Teaching and Intermediate Phase Teaching):
3.1 Teaching Experience
Teaching Experience is a cornerstone of teacher training. Each year, The IIE Bachelor of Education
degrees have a required Teaching Experience component, which is governed by the Department of
Higher Education and Training (2015) in terms of specific requirements. To facilitate this and ensure
that all students meet these requirements for graduation purposes, The IIE’s Varsity College has
developed strong relationships with a variety of schools around the country.
As such, each year of study in this programme will see students placed by The IIE’s Varsity College
in differently resourced schools. This will ensure that students develop the practical skills and
engagement necessary for successful initial teacher education. This partnership and shared vision
underpins our approach and provides a space for theory and practice to interact. It is an invaluable,
concrete rehearsal for eventual practice as a qualified educator.
During Teaching Experience, students are supported in their development by The IIE’s Varsity
College Supervisors. This includes:
• Guiding students with their teaching practice
• Assessing lessons
• And providing students with developmental feedback
Teaching Experience weeks are structured as follows over the 4 years. Please note this may be
subject to change yearly:
Collective Roles of Teachers
2.2.1
2.2 Roles and Competences of the Beginner Teacher •
Access the Full-Time qualification academic calendar here.
•
Access the Full-Time qualification factsheet here.
•
For specific information related to this qualification including admission requirements, qualification
structure, articulation and career options, please download the fact sheet and academic calendar via the
links below:
Newly qualified teachers must know how to communicate effectively in general, as
well as in relation to their subject(s), in order to mediate learning.
Newly qualified teachers must have highly developed literacy, numeracy and
Information Technology (IT) skills.
Newly qualified teachers must be knowledgeable about the school curriculum and be
able to unpack its specialised content, as well as being able to use available resources
appropriately, so as to plan and design suitable learning programmes.
Newly qualified teachers must understand diversity in the South African context
in order to teach in a manner that includes all learners. They must also be able to
identify learning or social problems and work in partnership with professional service
providers to address these.
Newly qualified teachers must be able to manage classrooms effectively across
diverse contexts in order to ensure a conducive learning environment.
Newly qualified teachers must be able to assess learners in reliable and varied ways,
as well as being able to use the results of assessment to improve teaching and
learning.
Newly qualified teachers must have a positive work ethic, display appropriate values
and conduct themselves in a manner that befits, enhances and develops the teaching
profession.
Newly qualified teachers must be able to reflect critically, in theoretically informed
ways and in conjunction with their professional community of colleagues on their own
practice in order to constantly improve it and adapt it to evolving circumstances.
•
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