5.4 Specific information aligned to The PGCE
Teaching Experience
The PGCE (SP & FET) programme has a required Teaching Experience, or Work Integrated
Learning (WIL) 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
established relationships with a variety of schools around the country, all of which meet the
specified criteria of the DHET.
The requirement in this programme is that students develop the practical skills and
engagement necessary for successful teacher education. Students will be fully engaged
in schools during their 8 week Teaching Experience period (in semester 2 of their second
year), while they are supported and assessed by qualified mentor teachers and The IIE’s
Varsity College Supervisors.
This module links with the Professional Didactic modules (which are prerequisites) and
with the other educationally focused modules in the programme, as it affords students
opportunities to integrate and apply theory and methodology into practice.
Teaching Experience in the PGCE (SP & FET):
4.2.2 Basic Competences of a Beginner Teacher
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School of Psychology
& communication
School of
EDUCATION
School of
FINANCE & ACCOUNTING
5.4.1
Further Education & Training
(Grades 10-12)
Senior Phase (Grades 7-9)
8 weeks practical teaching
(in Year 2, semester 2)
Postgraduate Certificate
in Education (PGCE)
(SP & FET)
Access on to School-based Work Integrated Learning (i.e. Teaching Experience):
SACE Provisional Registration (Student educators only)
All final year students registered for an initial teacher education qualification with The IIE
are required to provisionally register with SACE.
Police clearance certificates
All students undertaking an academic qualification with a school-based WIL component
will be required to have a valid police clearance certificate on commencement of their
Teaching Experience component in a school.
The Teacher Education qualifications of The IIE Faculty of Education have Work Integrated
Learning (WIL) that occurs in the schools with particular requirements. The following is
important in this regard:
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.
•
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.
5.4.1
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.
•
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.
•
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COMMUNICATIONS TECHNOLOGY
School of
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