,BTE2601 - ALL-IN-ONE EXAM PACK
All answers were researched using the prescribed book and previous memos.
Please note that human errors are possible in this document
BECOMING A TEACHER BY SARAH GRAVETT (UNISA CUSTOM EDITION)
Acknowledgements Page 6
CHAPTER 1 : THE TEACHER AS A REFLECTIVE PRACTITIONER
The teacher as a reflective practitioner (Sarah Gravett and Josef De Beer) Page 8
Introduction Page 8
Scenario Page 8
Teaching as a challenging profession Page 9
Reflection and reflective practice Page 9
Dimensions of teaching as a reflective practice Page 10
Theory and practice Page 11
Professional values and ethics Page 12
A teaching philosophy Page 12
Pedagogical content knowledge Page 13
Tool to guide reflection Page 14
DATA process Page 14
Scenario Page 14
Guided reflection protocol Page 15
Scenario Page 15
Reflective journal Page 17
Conclusion Page 17
Glossary Page 18
CHAPTER 2 : THE TEACHER AS A CARING PROFESSIONAL
The teacher as a caring professional (Nadine Petersen and Ruksana Osman) Page 20
Introduction Page 20
Scenario Page 20
Scenario Page 21
Scenario Page 21
Critical education theory Page 22
Scenario Page 22
Critical education theory in the South African context Page 23
Advantages of critical education theory Page 23
The idea of care Page 24
Nodding’s thinking on care in education Page 24
Creating a pedagogy of care in the classroom Page 27
The value of participation Page 27
The value of the affective Page 28
The value of problem posing Page 29
Scenario Page 29
Benefits of applying a caring pedagogy Page 30
Scenario Page 30
Conclusion Page 31
Glossary Page 31
, CHAPTER 3 : THE TEACHER AS EDUCATIONAL THEORIST
The teacher as educational theorist (Maureen Robinson and Lilian Lomofsky) Page 35
Introduction Page 35
Scenario Page 35
Towards an understanding of teaching and learning Page 36
Behaviourism Page 36
The cognitive revolution and child-centered teaching Page 37
Jean Piaget Page 38
Lev Vygotsky Page 39
Howard Gardner Page 40
Perspectives on teaching and learning Page 41
Information processing Page 41
Constructivist perspective on learning Page 42
Scenario Page 42
Classroom discourse and knowledge construction Page 43
Scenario Page 44
Learning theory in South African classrooms Page 44
The roles of the teacher Page 44
Curriculum policy Page 45
Conclusion Page 46
Glossary Page 47
CHAPTER 4 : THE TEACHER AS CURRICULUM INTERPRETER,DESIGNER AND IMPLEMENTER
The teacher as curriculum interpreter,designer and implementer (Elize Du Plessis) Page 50
Introduction Page 50
What is curriculum ? Page 50
Scenario Page 50
Aspects of the curriculum Page 52
Different curriculum definitions and approaches Page 52
Tyler,Stenhouse,Freire and the curriculum in South Africa Page 57
Scenario Page 58
The South African curriculum Page 58
Official policy documents Page 59
Scenario Page 59
From NPC to CAPS Page 59
Summary of curriculum changes Page 61
The correct documentation Page 63
Towards the implementation of the curriculum Page 63
Teacher learning - what and how ? Page 63
The quality of the curriculum Page 64
Planning a learning programme/curriculum Page 65
Selection and negotiation Page 65
Phase planning Page 66
Conclusion Page 69
Glossary Page 69
, CHAPTER 5 : THE TEACHER AS ASSESSOR
The teacher as assessor (Vanessa-Jean Merckel and Martyn van der Merwe) Page 73
Introduction Page 73
Scenario Page 73
The purpose of assessment Page 74
Concepts associated with assessment Page 74
Scenario Page 75
The difference between assessment and evaluation Page 75
Formative and summative assessment Page 76
Assessment of learning versus assessment for learning Page 77
General principals of assessment Page 78
The traditional model Page 79
The criterion-referenced model Page 80
The norm-referenced model Page 80
Challenges to meaningful assessment Page 81
Teaching philosophy and pedagogy Page 81
Alignment Page 81
Deep versus surface approaches to learning Page 81
Time and timing Page 82
Variety and sufficiency Page 82
Fairness Page 82
Assessment practices to deepen learning Page 82
Assessment that promotes meaningful learning Page 83
Assessment that promotes reflection Page 83
Assessment that is authentic Page 84
Assessment in large classes Page 84
Self- and peer assessment Page 84
Scenario Page 86
Group feedback Page 87
Mechanising assessments Page 89
The use of rubrics Page 89
Assessment and diverse abilities and needs of learners Page 90
Conclusion Page 92
Glossary Page 93
All answers were researched using the prescribed book and previous memos.
Please note that human errors are possible in this document
BECOMING A TEACHER BY SARAH GRAVETT (UNISA CUSTOM EDITION)
Acknowledgements Page 6
CHAPTER 1 : THE TEACHER AS A REFLECTIVE PRACTITIONER
The teacher as a reflective practitioner (Sarah Gravett and Josef De Beer) Page 8
Introduction Page 8
Scenario Page 8
Teaching as a challenging profession Page 9
Reflection and reflective practice Page 9
Dimensions of teaching as a reflective practice Page 10
Theory and practice Page 11
Professional values and ethics Page 12
A teaching philosophy Page 12
Pedagogical content knowledge Page 13
Tool to guide reflection Page 14
DATA process Page 14
Scenario Page 14
Guided reflection protocol Page 15
Scenario Page 15
Reflective journal Page 17
Conclusion Page 17
Glossary Page 18
CHAPTER 2 : THE TEACHER AS A CARING PROFESSIONAL
The teacher as a caring professional (Nadine Petersen and Ruksana Osman) Page 20
Introduction Page 20
Scenario Page 20
Scenario Page 21
Scenario Page 21
Critical education theory Page 22
Scenario Page 22
Critical education theory in the South African context Page 23
Advantages of critical education theory Page 23
The idea of care Page 24
Nodding’s thinking on care in education Page 24
Creating a pedagogy of care in the classroom Page 27
The value of participation Page 27
The value of the affective Page 28
The value of problem posing Page 29
Scenario Page 29
Benefits of applying a caring pedagogy Page 30
Scenario Page 30
Conclusion Page 31
Glossary Page 31
, CHAPTER 3 : THE TEACHER AS EDUCATIONAL THEORIST
The teacher as educational theorist (Maureen Robinson and Lilian Lomofsky) Page 35
Introduction Page 35
Scenario Page 35
Towards an understanding of teaching and learning Page 36
Behaviourism Page 36
The cognitive revolution and child-centered teaching Page 37
Jean Piaget Page 38
Lev Vygotsky Page 39
Howard Gardner Page 40
Perspectives on teaching and learning Page 41
Information processing Page 41
Constructivist perspective on learning Page 42
Scenario Page 42
Classroom discourse and knowledge construction Page 43
Scenario Page 44
Learning theory in South African classrooms Page 44
The roles of the teacher Page 44
Curriculum policy Page 45
Conclusion Page 46
Glossary Page 47
CHAPTER 4 : THE TEACHER AS CURRICULUM INTERPRETER,DESIGNER AND IMPLEMENTER
The teacher as curriculum interpreter,designer and implementer (Elize Du Plessis) Page 50
Introduction Page 50
What is curriculum ? Page 50
Scenario Page 50
Aspects of the curriculum Page 52
Different curriculum definitions and approaches Page 52
Tyler,Stenhouse,Freire and the curriculum in South Africa Page 57
Scenario Page 58
The South African curriculum Page 58
Official policy documents Page 59
Scenario Page 59
From NPC to CAPS Page 59
Summary of curriculum changes Page 61
The correct documentation Page 63
Towards the implementation of the curriculum Page 63
Teacher learning - what and how ? Page 63
The quality of the curriculum Page 64
Planning a learning programme/curriculum Page 65
Selection and negotiation Page 65
Phase planning Page 66
Conclusion Page 69
Glossary Page 69
, CHAPTER 5 : THE TEACHER AS ASSESSOR
The teacher as assessor (Vanessa-Jean Merckel and Martyn van der Merwe) Page 73
Introduction Page 73
Scenario Page 73
The purpose of assessment Page 74
Concepts associated with assessment Page 74
Scenario Page 75
The difference between assessment and evaluation Page 75
Formative and summative assessment Page 76
Assessment of learning versus assessment for learning Page 77
General principals of assessment Page 78
The traditional model Page 79
The criterion-referenced model Page 80
The norm-referenced model Page 80
Challenges to meaningful assessment Page 81
Teaching philosophy and pedagogy Page 81
Alignment Page 81
Deep versus surface approaches to learning Page 81
Time and timing Page 82
Variety and sufficiency Page 82
Fairness Page 82
Assessment practices to deepen learning Page 82
Assessment that promotes meaningful learning Page 83
Assessment that promotes reflection Page 83
Assessment that is authentic Page 84
Assessment in large classes Page 84
Self- and peer assessment Page 84
Scenario Page 86
Group feedback Page 87
Mechanising assessments Page 89
The use of rubrics Page 89
Assessment and diverse abilities and needs of learners Page 90
Conclusion Page 92
Glossary Page 93
