Policy icy on the Minimu mum Requi quirem rements ents for Teacher er Educ ucatio ation Qualific ificat ation ions
Focus cus of policy • MRTEQ policy is directed to the design and development of qualifications for teachers and other professionals working in a schooling environment (i.e. Basic Education – Grades R – 12) • Other qualifications policies to be developed for other sectors (FET Colleges; AET centres; ECD (0-4) • Articulation between these various qualifications will be important
Why a new teacher her educat ation ion policy? y? • Align teacher education policy with the new 10-level National Qualifications Framework (SAQA) and the Higher Education Qualifications Framework (CHE/HEQC) Previou iously ly, no nation ional al academ emic ic qualif ific ication ions policy framework ework higher er education ion. Now, teacher er education tion no longer on its ‘own playing field’ – an integra ral l part of a broade der r higher er education tion system, has to align with this. N&S, S, 2000 did signal l that this would need d to be done. • Respond to the challenges highlighted through the experience of implementing the NSE since 2000.
Teacher er Knowl wledg edge • Foregro regrounds knowled wledge ge: Teachers as knowledge professionals; active knowledge as compared to inert knowledge; Knowledge “what, how, why” ... in the moment of practice; teacher knowledge structures, knowledge underpinning practice. • Minimum standards defined in terms of a specified knowled wledge ge mix, specifically related to the purp rpose ose of the qualification.
Teacher er Knowl wledg edge e .... • Integr tegrated ed and appli lied ed knowled wledge ge is the umbrella organising concept • Knowledge positioned actively as learn rnin ing Disci scipl plin inary ry learn rnin ing (academic disciplines, foundations of education) Peda dagog gogica ical l learn rnin ing g (general and specific) Practi ctical l learn rnin ing g (learning in-and-from practice) Fun undam dament ental l learn rnin ing g (language competence, ICTs, academic literacies) Situ tuation ional l learn rnin ing g (self, situations, contexts and environments)
Roles s and Competen tence • The notions of roles es and competen etences ces are not discarded , rather this policy recognises that these are underpinned by knowledge, and so it foregrounds the knowledge mix that enable the roles and competences. • The notion of begin inner er teach cher er competen etences ces is introduced.
Practical Learning Not just School l Experie rienc nce or Teaching ing Practice ice • Integrat ated d through h the learning ning program amme • Invo volv lves es Learning “in” Learning “from” Learn rnin ing g throu ough gh practic tice practice tice servic ice? • Teaching in • Lesson observation • Placement or authentic and • Analysis of video volunteering in simulated contexts records, text case service studies, lesson organisations, transcripts etc community project • Research involvement Professional Teaching Community Practice Schools Schools Sites es to support effectiv tive e Practic ical l Learnin ing
Qualif lifica icatio ions ns and career r pathway ays s for teachers rs At least 3 clear possibilities [with obvious overlaps]: Teaching and Learning pathway • Management & leadership pathway • Research and policy development pathway • Career r Qualif lific ication ation path Focus Initial qual 2 nd qual 3 rd qual 4 th qual possibilities possibilities possibilities B.Ed Further spec: PG Dip (Ed) M.Ed PhD Or Or e.g. New role: Teaching Undergrad Adv Dip (Ed) PG Dip (Ed) M.Ed and degree learning plus Adv New spec: Dip in Adv Cert (Teach) Teaching
Qualif lific icatio tions for ITE (red) And CPD or PG s studies es (black) QUALI LIFIC FICATION TYPES DEGREES DIPLOMAS CERTIFI FICA CATES 10 10 Doctoral Degree 9 Masters Degree 8 Post Grad Honours Degree Diploma 7 Advanced Diploma in Other Teach. / in Edu. Bachelor 6 Bachelor of Advanced Degrees Education Certificate Gen Diploma Degree 5 Grade R Diploma
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