BPT1501
PORTFOLIO 2026
DUE DATE: 19 MAY 2026
,BPT1501 PORTFOLIO 2026
DUE 18 MAY 2026
QUESTION 1: THE TEACHER AS A PROFESSIONAL
Read the scenario below and respond to the following questions. Thandi is a newly
appointed Foundation Phase teacher at Mhlabeni Primary School. She sometimes
leaves learners unattended while attending to phone calls. Additionally, she is not good
with the subject content, which leads to a high failure rate
Questions 1.
Define the concept “a professional teacher” in the context of the teaching
profession.
1.1 A professional teacher is an educator who embodies a combination of content
knowledge, pedagogical knowledge, and an understanding of educational contexts to
facilitate meaningful learning (Gravett & de Beer, 2022:4). This professional
demonstrates reflective practice, meaning they continuously examine their teaching
actions and the beliefs that underpin them to improve their effectiveness (Gravett & de
Beer, 2022:7). A professional teacher also adheres to a code of ethics, as outlined by
the South African Council for Educators, and makes thoughtful, caring decisions that
prioritise the well-being and development of all learners (Petersen & Osman, 2022:30).
1.2 Three professional roles Thandi fails to fulfill:
1.2.1 Learning mediator: Thandi fails to act as a learning mediator because she is "not
good with the subject content," leading to a high failure rate. A teacher as a learning
, mediator must blend content and pedagogical knowledge (pedagogical content
knowledge) to make material accessible and meaningful to learners (Gravett & de Beer,
2022:12). Instead of scaffolding understanding, her lack of content mastery means she
cannot effectively interpret and design learning experiences (du Plessis, 2022:65).
1.2.2 Leader, administrator and manager: Thandi neglects her managerial role by
leaving "learners unattended while attending to phone calls" and allows disorderly
classrooms. Effective classroom management and organisation are fundamental
knowledge bases for good teaching (Gravett & de Beer, 2022:4). By failing to maintain a
structured, safe environment, she undermines the learning process.
1.2.3 Community, citizenship and pastoral role: Thandi fails in her pastoral role when
she becomes frustrated with a disruptive learner and "sends the learner out of the
classroom without following the school's disciplinary policy." This reflects a lack of care
and an inability to build a trusting, caring relationship. A professional teacher practices a
"pedagogy of care," which involves understanding learners' backgrounds and
responding to behavioural issues with fairness and empathy, not through exclusion that
humiliates the child (Petersen & Osman, 2022:30-35).
1.3 Three challenges that may contribute to unprofessional conduct:
1.3.1 Lack of adequate content and pedagogical preparation: Thandi’s poor subject
knowledge suggests she may not have received sufficient training in the content or in
how to teach it. New teachers often underestimate the complexity of teaching and rely
PORTFOLIO 2026
DUE DATE: 19 MAY 2026
,BPT1501 PORTFOLIO 2026
DUE 18 MAY 2026
QUESTION 1: THE TEACHER AS A PROFESSIONAL
Read the scenario below and respond to the following questions. Thandi is a newly
appointed Foundation Phase teacher at Mhlabeni Primary School. She sometimes
leaves learners unattended while attending to phone calls. Additionally, she is not good
with the subject content, which leads to a high failure rate
Questions 1.
Define the concept “a professional teacher” in the context of the teaching
profession.
1.1 A professional teacher is an educator who embodies a combination of content
knowledge, pedagogical knowledge, and an understanding of educational contexts to
facilitate meaningful learning (Gravett & de Beer, 2022:4). This professional
demonstrates reflective practice, meaning they continuously examine their teaching
actions and the beliefs that underpin them to improve their effectiveness (Gravett & de
Beer, 2022:7). A professional teacher also adheres to a code of ethics, as outlined by
the South African Council for Educators, and makes thoughtful, caring decisions that
prioritise the well-being and development of all learners (Petersen & Osman, 2022:30).
1.2 Three professional roles Thandi fails to fulfill:
1.2.1 Learning mediator: Thandi fails to act as a learning mediator because she is "not
good with the subject content," leading to a high failure rate. A teacher as a learning
, mediator must blend content and pedagogical knowledge (pedagogical content
knowledge) to make material accessible and meaningful to learners (Gravett & de Beer,
2022:12). Instead of scaffolding understanding, her lack of content mastery means she
cannot effectively interpret and design learning experiences (du Plessis, 2022:65).
1.2.2 Leader, administrator and manager: Thandi neglects her managerial role by
leaving "learners unattended while attending to phone calls" and allows disorderly
classrooms. Effective classroom management and organisation are fundamental
knowledge bases for good teaching (Gravett & de Beer, 2022:4). By failing to maintain a
structured, safe environment, she undermines the learning process.
1.2.3 Community, citizenship and pastoral role: Thandi fails in her pastoral role when
she becomes frustrated with a disruptive learner and "sends the learner out of the
classroom without following the school's disciplinary policy." This reflects a lack of care
and an inability to build a trusting, caring relationship. A professional teacher practices a
"pedagogy of care," which involves understanding learners' backgrounds and
responding to behavioural issues with fairness and empathy, not through exclusion that
humiliates the child (Petersen & Osman, 2022:30-35).
1.3 Three challenges that may contribute to unprofessional conduct:
1.3.1 Lack of adequate content and pedagogical preparation: Thandi’s poor subject
knowledge suggests she may not have received sufficient training in the content or in
how to teach it. New teachers often underestimate the complexity of teaching and rely
