TEACHING PRACTICE 2
PGCE: Senior Phase and FET
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TEACHING PRACTICE 2
(TPC1437N)
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(2022)
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Teaching Practice 102 (PGCE)
TABLE OF CONTENTS
Key Icons -------------------------------------------------------------------------------------------------- ---------2
Module Information, Purpose, Outcomes, and Content -------------------------------------------------3
Unit 1: Being a Teacher-----------------------------------------------------------------------------------------5
Introduction ------------------------------------------------------------------------------------------------------------7
Conclusion ------------------------------------------------------------------------------------------------------------10
Self-Evaluation ------------------------------------------------------------------------------------------------------ 12
UNIT 2:Teacher Professionalism, Personality and Identity------------------------- ----------------12
Introduction ----------------------------------------------------------------------------------------------------------- 13
Self-Evaluation ------------------------------------------------------------------------------------------------------17
UNIT 3: Policy and the Role of the Teacher---------------------------------------------------------------18
Introduction ---------------------------------------------------------------------------------------------------------- 20
Conclusion ------------------------------------------------------------------------------------------------------------22
Self-Evaluation-------------------------------------------------------------------------------------------------------- 23
UNIT 4: Lesson Planning---------------------------------------------------------------------------------------- 24
Introduction -----------------------------------------------------------------------------------------------------------26
Conclusion ------------------------------------------------------------------------------------------------------------ 28
Self-Evaluation ------------------------------------------------------------------------------------------------------- 28
UNIT 5: Teaching Practice- its Purpose and Implementation --------------------------------------- 29
Introduction ----------------------------------------------------------------------------------------------------------- 30
Conclusion ------------------------------------------------------------------------------------------------------------- 30
Self Evaluation --------------------------------------------------------------------------------------------------------- 32
References
------------------------------------------------------------------------------------------------------ 33
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KEY OF ICONS USED IN TEXT
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Additional Information
Audio Material
Calculator
Case Study/Activity
Example
Glossary
Important.
Learning Outcomes
Practice
Quote
Reading
Revision
Self-evaluation
Shout out
Think Point
Time
Video
Definitions
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MODULE INFORMATION, PURPOSE, OUTCOMES AND CONTENT
MODULE NAME
Teaching Practice 2
NQF LEVEL
7
CREDITS
20
NATIONAL HOURS
200
MODULE PURPOSE
The purpose of Teaching Practice 2 (PGCE) is to learn through and
in practice. This module provides the beginner teacher with the
opportunity to evaluate and apply knowledge in terms of key
concepts, general principles, theories, and rules related to their
subject and phase specialization. Hence the student will be able to
apply integrated knowledge of theories and models of learning to
teach, based on sound subject content knowledge. The teaching
practice is intended to give students opportunities to systematically
plan and organize, and creatively use collaborative and cooperative
approaches. This needs to be based on an understanding of
diversity within a classroom and the need for differentiated teaching
and learning. This will also involve the use of technology to support
teaching and learning. The module also provides the students with
opportunities to reflect critically on education practices within the
school and with reference to him/herself. This is a six-week period
of observation, teaching, and support within a preselected school.
The beginner teacher will be required to both observe and reflect
on practice (through the observation of others) as well as learn
through practice. The aim is for the beginner teacher to participate
in extra-curricular and/or co-curricular activities to fully understand
what is required of being a professional teacher.
Learning outcome 1: Demonstrate the ability to plan and organize
systematically and creatively for teaching and learning in the
selected phase and subject area.
Learning outcome 2: Manage a supportive learning environment in
a sensitive, stimulating, and democratically organised manner.
Learning outcome 3: Function responsibly within the education
system, the institution, and the community in which the institution is
located by taking full responsibility for your work, decision-making,
and use of resources in the grade/phase.
Learning Outcome 4: Demonstrate professionalism that honors
respect for and commitment to the profession of Education.
Learning Outcome 5: Reflect on and Assess your own individual
growth as a teacher.
OUTCOMES
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CONTENT OF THE
MODULE
PRESCRIBED
TEXTBOOK AND
LEARNING RESOURCES
This module covers:
• Being a Teacher- the focus is on the art and science of
teaching
• Teacher professionalism, personality and identity – the focus
is on expectations and conduct of professional teachers
• Policy and the Role of the teacher– this covers a range of
education polices and how policy affects the teacher’s
everyday conduct, from being a student teacher to a qualified
one.
• Lesson Planning– the focus is on how to develop sound,
coherent lesson plans
Teaching Practice- Its Purpose and implementation – looks at
expectations during TP and reasons behind student teachers
going on TP
Senior Phase and Further Education Training (FET) Practical
Teaching
Okeke, C, van Wyk, M, Wolhuter, C, Adu, O.E & Anangisye, W.A.L
(2016). Learn to Teach: A handbook for teaching practice. Oxford
University Press Southern Africa.
ASSESSMENT
The following will be used to assess your competence:
A comprehensive Portfolio of Evidence (POE) 60%
Practical Teaching: 40%
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UNIT 1: BEING A TEACHER
Learning Outcomes
After you have completed this unit, you should be able to:
➢ Function responsibly within the education system, the institution, and
the community in which the institution is located by taking full
responsibility for your work, decision-making and use of resources in
the grade / phase.
➢ Demonstrate the ability to plan and organise systematically and
creatively for teaching and learning in the selected phase and subject
area.
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KEYWORDS
It is essential that you master the concepts (listed as keywords in the table below)
in this unit.
Keywords
Description
The study of educational structures, processes and practices
from a sociological perspective (Horsthemke et al., 2016).
Motivation
Teacher
professionalism
Science of
Teaching
Teacher professionalism can be viewed as the knowledge,
skills, and practices that teachers must have in order to be
effective (Creasy, 2015).
The “science” of teaching describes how teaching should go,
and “art” suggests the unique way teaching unfolds as a
teacher pursues these and other practices. In this way, every
successful teacher is an artist (Lupton 2013).
Okeke, C, van Wyk, M, Wolhuter, C, Adu, O.E &
Anangisye, W.A.L (2016). Learn to Teach: A handbook for
teaching practice. Oxford University Press Southern Africa.
Prescribed reading
material for UNIT 1:
Study Pages 1- 27 in your textbook.
Journal articles: Teacher Professionalism;
Teaching practice: a make or break phase for student
teachers
Videos (Links provided)
1.
INTRODUCTION
Teaching is the process of attending to learners' needs, experiences and their feelings.
It goes on to offer intervention so that the learners learn particular things, and go
beyond the given. Broadly speaking, the role of the teacher is to help their learners
learn by imparting knowledge to them and by setting up a situation in which effective
learning takes place. A teacher, at any grade level, fills a complex set of roles, which
vary from one school to another and from one grade to another. In order to do that,
one needs good qualities that include skills in communication, listening, collaboration,
adaptability, empathy and patience. Other characteristics of a teacher that facilitate
effective teaching/learning include an engaging classroom presence, value in realworld learning, exchange of best practices and a lifelong love of learning.
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The major focus of teaching consists of four basic values: dignity, truthfulness, fairness
and responsibility & freedom.
Vocabulary / Definitions
Art
of The art of teaching is the marriage of a teacher’s ability to lovingly
Teaching
orchestrate the subtle strings of classroom dynamics and student
expectations into learning with the truth that each class session is a
unique, unrepeatable incarnation of shared presence. It is course
design married to expression. Sometimes called the teacher’s
“signature” upon the teaching act, a teacher’s way of knowing the
threads and agencies of a class represents a kind of creative freedom
Extrinsic
in teaching best described through the language of art alongside terms
motivation
of science (Eisner 1983).
Extrinsic motivation is when we are motivated to perform a behaviour
or engage in an activity because we want to earn a reward or avoid
Intrinsic
motivation
punishment. You will engage in behaviour not because you enjoy it or
because you find it satisfying, but because you expect to get something
in return or avoid something unpleasant (Tranquillo & Stecker, 2016).
Intrinsic motivation is when you engage in a behaviour because you
find it rewarding. You are performing an activity for its own sake rather
than from the desire for some external reward. The behaviour itself is
its own reward (Lee, Reeve, Xue & Xiong, 2012).
2. THE ART AND SCIENCE OF TEACHING
All teaching is founded on ethics – whether it be the teacher-learner relationship,
pluralism or a teacher's relationship with their own work. Teaching skills are abilities a
teacher must develop in order to be successful in the field of education. These abilities
include dispositions, emotional intelligence, classroom management, communication,
content knowledge, and knowledge of curriculum and standards. The “art of teaching”
calls up well-known names in the field of education like John Dewey, Mortimer Adler,
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Maxine Greene, and Parker Palmer. With each of these names comes a unique
intonation defining teaching in different ways. John Dewey described the teacher as
an artist, lover, gardener, composer, social engineer, and more (Simpson, et. al.
2005). As a gardener, the teacher gives their all to make the garden bloom. The art of
teaching manifests through a kind of expressive personality. Cordial and open
personalities often mark excellence in teaching: successful teachers have been shown
to express their trust in learners and willingness to invite them into their intellectual
curiosity (Bain 2004).
The art of teaching argues that there is no one way of teaching, no ‘one size fits all’
approach. It calls on the teacher’s ability to respond to the unique needs of learners
when designing, redesigning, or customising a lesson. How you would teach a grade
6 class in Sandton might be different from the way in which another teacher will teach
a grade 6 class in Modimolle, or Zolani. There are as many kinds of teaching as there
are teachers in the world. As such in developing the best teaching strategies and
activities, teachers should be guided by different theories, their and learners’
experiences, principles, inspirations, and instincts. When you teach for the love of
teaching, wanting to see your leaners succeed, you have intrinsic motivation. Intrinsic
motivation is when you are motivated by personal satisfaction or enjoyment and not
because you have to do it so that you don’t get punished or get into trouble. Intrinsic
motivation is an inner drive that propels you to pursue an activity such as teaching.
When you are motivated to teach because you want to earn a reward or avoid
punishment, you are extrinsically motivated. Either way, you need comprehensive
content mastery, good classroom management, clear lesson plans, and a variety of
teaching strategies.
Important
Several countries around the world face various crises in their education systems.
Many times, teacher behaviour, teacher attitudes and values, and teacher motivation
that are among the critical components that fail learners and impact negatively on
successful educational outcomes. Teacher motivation is very important and can be
described as a teacher’s desire to participate actively in the teaching and learning
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process within a school. Teaching is all about children, not the teacher. Therefore, a
teacher should be intrinsically motivated in order to touch the hearts and souls of
children. However, there are so many problems affecting the day-to-day performance
of teachers.
Case Study
In a study of teacher attitude and motivation, Jessop and penny 1998 discuss the
nature of teaching, job satisfaction, motivation and morale, in South African and
Gambian contexts. In their South African sample, they identified two groups of
educators: Group A said they were drawn to teach for instrumental reasons, such as
salary, status, the desire to urbanise, and the attainment of qualifications. Group b saw
teaching as an avenue of service, a noble profession, to which they were ‘called’. Only
one-third of their sample fell into Group B- that is 33.3% of the teachers saw teaching
as a calling. What do you think are the main reasons for teachers in Group A to view
teaching the way they did? How does motivation affect education?
Discuss this in 1 page.
Let’s Watch!
YouTube link: https://youtu.be/3eVRKlFjVLM?t=643
Watch the video on the art and science of teaching. Develop a mind map
summarising the main concepts discussed in the video.
Let’s Think!
Why do you want to become a teacher? In your opinion, what makes a good teacher?
Watch the following video. Compare your reasons to those in the video.
https://youtu.be/m6nyz1JdzXQ?t=249
Example
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Take a look at the newspaper headlines on page 9 of your textbook: ‘APPLYING IT TODAY’.
What could be the reasons behind such behaviour? How does that affect education today,
and the future of their learners?
Let’s practice!
As you embark on your teaching career, think about your five-year and ten-year plans. Where
do you want to be and what do you want to achieve in those timeframes? Identify the major
factors that will most likely get you there.
3. CONCLUSION
Characteristics of a teacher that facilitate effective teaching/learning include an engaging
classroom presence, value in real-world learning, exchange of best practices and a lifelong
love of learning. The major focus of teaching consists of four basic values: dignity, truthfulness,
fairness and responsibility & freedom. Both extrinsic and intrinsic motivation play a significant
role in education. Experts have argued that education's traditional emphasis on external
rewards (such as marks/grades, report cards, and gold stars) undermines any existing intrinsic
motivation that students might have. Others have suggested that extrinsic motivators help
students feel more competent in the classroom, which in turn enhances their intrinsic
motivation. At times, there is need for both extrinsic and intrinsic motivation for one to achieve
the set goals.
Self- Evaluation
1. Do you think the following statement relates to teaching as
an art, or teaching as a science? Respond by writing out
your own reasoning: A teacher suspects that a learner is
being physically abused at home, but does not know how to
best support this leaner. She makes an appointment with a
community social worker to find out what she can do.
2. How do you keep your students engaged and motivated,
and how do you promote student voice and choice to help
them become self-directed learners?
3. How do you maintain your own professional development,
and what areas would you select for your personal growth?
4. Looking at the low literacy rates and pass rates in most of
our schools, if you were appointed Minister of Education,
how would you strive to enhance the performance of
learners?
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5. There is no correlation between qualifications and learner
performance. Discuss this statement in the South African
context.
6. How do you use data to differentiate instruction and support
students identified with specific learning disabilities so all
students can learn?
7. How do you cultivate positive relationships with your
students and create a sense of class community?
8. Why is it important for a teacher never to stop learning?
9. “Great teachers recognise that what they do is simply who
they are” (Ericksen 2014). If you were to write an essay
summing up your motivation for teaching, what would you
say?
10. List the typical extrinsic and intrinsic motivators for why
people become teachers. Reflect on your feelings about
each one.
11. How does teacher motivation affect education?
12. Watch Dr Bill Rogers’ video on teaching demotivated
learners on: https://youtu.be/doNJS7ACp1c?t=68. How can
you manage a class of learners who are demotivated and
constantly disrupt the class?
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UNIT 2: TEACHER
PROFESSIONALISM,
PERSONALITY, AND IDENTITY
Learning Outcomes
After you have completed this unit, you should be able to:
➢ Demonstrate a professionalism that honours respect for,
and commitment to, the profession of education.
➢ Reflect on and assess own individual growth as a teacher.
Keywords
It is essential that you master the concepts (listed as keywords in the table below)
in this unit.
Keywords
Description
Professional identity
Teacher professional identity is defined as the beliefs, values, and
commitments an individual holds toward being a teacher, as distinct
from another teacher (Hsieh, 2010).
Teaching
as Personality refers to the long-standing traits and patterns that
propel individuals to consistently think, feel, and behave in specific
community service
ways (Dumper et.al, 2020).
DeWhen rigid regulations and policy requirements overtake the
professionalization
teacher’s role and professional identity (Okeke et.al, 2016).
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Textbook pages 16- 28
Prescribed reading
material for UNIT 2:
Journal article: Teacher professionalism and Identity
Videos (Links provided)
1. INTRODUCTION
Professionalism is a consistent mode of behaviour a teacher observes or shows within the
practice of education. It shows how a teacher integrates their roles with knowledge and skills
in order to promote effective teaching and learning. Professionalism helps the teacher gain
the trust of parents, learners, their colleagues and school administrators and management.
When a teacher shows they have the integrity to complete their job responsibilities with
excellence this gives others confidence in that teacher’s ability to guide learning and manage
a classroom. There are various teacher personalities. Teaching and learning in the class can
be affected by the teacher's personality and mentality either positively or negatively. If you
have positive traits in your personality as being a passion, patient, cooperative, and
authoritative, you will be a successful teacher, and could easily get your learners’ satisfaction.
The teacher’s personality is like a hidden curriculum, which affects how to teach and educate.
Teacher professionalism, identity, and personality are all importance in the delivery of an
effective education system.
Vocabulary / Definitions
Professional identity is defined as “the attitudes, values, knowledge, beliefs and skills
shared with others within a professional group (Galkiene, 2014).
Teacher professionalism is defined as the knowledge, skills, and practices that teachers
must have in order to be effective educators (OECD, 2016).
Personality is the power with which one wins other people and inspires personal devotion in
others (Göncz, 2017).
2. BODY
Professional identity encompasses the processes of self-perception, preservation of one’s
individuality as well as identifying oneself with a professional group, in the context of
interaction where the group affects the individual and the individual affects the group
(Galkiene, 2014). Teacher professional identity consists of principal personal
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characteristics as well as the qualities members of specific groups assign to a teacher (Francis
& Le Roux, 2011). Five psychological processes were found to be involved in the development
of a teacher identity: a sense of appreciation, a sense of connectedness, a sense of
competence, a sense of commitment, and imagining a future career trajectory. Teacher's
identity does affect the classroom environment because the teacher sets the tone and culture
of the classroom based on his values, attitudes and belief system.
Why is professionalism important for teachers? Acting with integrity and showing courtesy to
others is an important way to share and maintain your character and reputation at school.
Teachers who show professionalism may have more opportunities to move into leadership
positions. A professional teacher is viewed as a role- model, a technician, a practitioner, a
wise person (the reflexive practitioner), a social actor, a person who is aware of his/her own
identity, a person who is interested and aware of his/her own personal development. However,
there are as many personalities and identities as there are teachers in the country.
Important
Professionalism is associated with the competencies necessary to work as a teacher in the
contemporary classroom and school. The two main requirements teachers need to meet are:
subject matter knowledge and pedagogical knowledge of teaching. However, these two are
not sufficient to make one a good teacher. Teachers need to address the context of teaching
and learning, educational and social issues that may surface in classrooms, make sound
judgements, check their personalities and identities, and reflect on their daily practices.
Case Study
Page 16 Case Study Answer Questions 1 to 6
Let’s Watch!
Watch the following video: YouTube link https://youtu.be/S0TFz5TV5hw?t=93
In one and a half pages:
a) describe how your previous teachers’ identities affected your learning.
b) What are your values and identities as a teacher?
c) Is teacher identity fixed or it changes over time?
d) What influences teacher identities?
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Let’s Think!
Based on these definitions and explanations, what does it look like for a teacher to act with
professionalism? What is the ‘collection of qualities’ that make a good teacher?
Example
Characteristics of teacher Identity include: respect for pupil diversity, assistance to all the
pupils, work together with the others, personal professional development. Have a colleague
video record you teaching a lesson. Does what you say, what you do, and your body language
reflect the traits and characteristics of a good teacher discussed in the textbook pages you
read? Listen to the common mistakes teachers make in this video:
https://youtu.be/51FyDOZVeVU?t=100
Let’s practice!
Engage in a self-reflection for identifying the ways in which you take a professional approach
to teaching and what goals might become the focus on your professional development.
3. Conclusion
https://youtu.be/fbmXjzA0JaU?t=79 How does your teacher identity impact how you carry
yourself in the classroom?
A great teacher is one that develops good professional relationships with their learners. They
are also patient, caring, kind, have a good knowledge of their learners, are dedicated, and
have sound subject matter knowledge. Professional teachers do not let their desire to be liked
by learners get in the way of enforcing classroom and school rules and do not show
favouritism.
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Source: Hong, (2010).
Self- Evaluation
The following are examples of typical examination questions:
1. How would you describe your own personality? Do you
think that learners, friends and family would describe you
in much the same way? Why or why not?
2. How would you describe your personality to parents of
learners you are teaching?
3. What are some of your positive and negative personality
qualities? How do you think these qualities will affect your
role as a teacher?
4.
5. You receive a love letter/text from a learner whom you
give a lot of attention during class time because s/he is
struggling academically. How do you address the matter?
6. As a newly-trained teacher, how can you help fellow
teachers with the challenges of training and support
7. Recall a classroom situation with one of your teachers
that was important for you as a learner. Make some notes
to create a short outline of this situation: How did s/he
communicate in this situation? How did s/he handle
diversity and reconcile different interests in the class?
8. Why is teacher professionalism important in education?
9. What are the greatest challenges facing teachers today?
10. What are the 5 professional qualities of a teacher?
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UNIT 3: POLICY AND THE ROLE
OF THE TEACHER
Learning Outcomes
After you have completed this unit, you should be able to:
➢ Function responsibly within the education system, the institution,
and the community in which the institution is located, by taking
full responsibility for your work, decision-making and use of
resources in the grade/phase.
➢ Demonstrate the ability to evaluate and apply knowledge of key
concepts, general principles, theories and rules pertaining to
effective Teaching Practice.
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Keywords
It is essential that you master the concepts (listed as keywords in the table below) in this
unit.
Keywords
Description
Learning mediator
Mediators of learning refers to agents of learning that use meditated
learning experience (MLE) strategies to enhance their learning
capacities to achieve learning outcomes Okeke et.al, 2016).
Lifelong learning is the "ongoing, voluntary, and self-motivated"
Lifelong learner
pursuit of knowledge for either personal or professional reasons
(DHET, 2011).
Assessor
An assessor supports and assesses students working towards a
qualification within a school, college, training centre, or workplace
(Okeke et.al, 2016).
Textbook pages 55-63
Prescribed reading
material for UNIT 3:
SACE- Code of Ethics;
SACE- PROFESSIONAL TEACHING STANDARDS
Video (link provided)
1. INTRODUCTION
There is need for teachers to be confident in their professional roles and secure in the
knowledge of what, why, and how to do what they do well. To guide teachers in their
day-to-day execution of their duties, the government of South Africa put in place policy
legislation that frames competent teachers and their professional behaviours. Such
legislative frameworks include The Minimum Requirements for Teacher Education
Qualifications, Norms and Standards for Educators, and South African Council for
Educators Act.
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Vocabulary / Definitions
Researcher: A researcher is someone who conducts research, i.e., an organised and
systematic investigation into something by collecting, organising, analysing, and interpreting
data and opinions to explore issues, solve problems, and predict trends (Galkiene, 2014).
A scholar is a person who pursues academic and intellectual activities, particularly academics
who apply their intellectualism into expertise in an area of study (OECD, 2016).
Learning design can be defined as the methodology that enables teachers or designers to
make more informed decisions in designing learning activities and interventions, which are
pedagogically informed and make effective use of appropriate resources and technologies
(Buus & Georgsen, 2018).
2. BODY
The process of establishing a regulatory framework for teacher education programmes began
a year after independence. The following are some of the statutory instruments that regulate
the conduct of teachers: The Minimum Requirements for Teacher Education Qualifications
(MRTEQ) document outlined by the Department of Higher Education and Training (DHET) is
directed to the design and development of qualifications for teachers and other professionals
working in a schooling environment. It stipulates that one may follow one of two routes in
becoming a teacher, namely: a four-year Bachelor of Education degree (B. Ed.); a three-or
four-year Bachelor's degree, followed by a Postgraduate Certificate in Education (PGCE). The
Minimum Requirements for Teacher Education Qualifications provides a basis for the
construction of core curricula for initial teacher education, as well as for Continuing
Professional Development (CPD) Programmes that accredited institutions must use in order
to develop their programmes leading to teacher education qualifications.
The South African Council for Educators (SACE) is a statutory professional Self-regulatory
body established in terms of the SACE Act no 31 of 2000 as amended. SACE is the
professional council for educators that aims to enhance the status of the teaching profession
through appropriate registration, management of Professional Development and inculcation
of a Code of Ethics for all educators. No one may be employed as a teacher unless the person
is registered with SACE. SACE has an important quality management role to play in promoting
and supporting the system for identifying and addressing teacher development needs. SACE
responsibilities in this regard include ensuring that: the providers of teacher development
programmes are fully approved by SACE; the professional development courses available for
teachers are endorsed by SACE; and can lead to the accrual of Professional Development
(PD) points on successful completion.
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Important
The purposes of the statutory instruments is to:
•
•
•
•
•
•
•
Promote a common set of knowledge, skills and commitments across the
profession to enhance the learning opportunities of all learners.
Strengthen the professional identity and enhance the status and public standing
of the teaching profession.
Provide a common language and a vision of the profession that all teachers can
use to define and develop their practice.
Support professional teachers to fulfil their professional roles and responsibilities,
from pre-service to in-service teacher.
Set standards for the providers of teacher education so that their programmes are
designed and delivered in a way that enables all pre-service and in-service
teachers to meet the standards.
Case study Activity
Look at the activity on Page 59, ‘A question of ethics’. Complete the table.
Let’s Watch!
Watch the following video: YouTube link https://youtu.be/KgvYgD0rYWA?t=199
In one page: Describe challenges faced by teachers in South African schools. How do the
current policies help teachers overcome these problems?
Let’s Think!
How do the legislative frameworks shape the role of the teacher in South African schools?
Let’s practice!
Page 59 of your textbook, ‘APPLYING IT TODAY’. Answer questions a) to f).
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3. Conclusion
Source: https://twitter.com/tanveerntu/status/1417129653660160010
Self- Evaluation
The following are examples of typical examination questions:
1. What are your roles as a teacher?
2. What is the role of teacher to maintain discipline in the
classroom?
3. How do teachers impact students?
4. What is the role of teacher in society?
5. What are the seven roles of a teacher? Briefly
describe each giving examples.
6. How would you teach a mixed-ability class? Give
examples to illustrate your answer.
7. What role does discipline play in teaching and what is
your approach?
8. How do you measure teacher success?
9. How does the voice of the teacher affect classroom
instruction?
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10. What is effective teaching and what is your role in
ensuring effective learning takes place in your
classroom?
11. What are the greatest challenges facing teachers today?
UNIT 4: LESSON PLANNING
Learning Outcomes
After you have completed this unit, you should be able to:
➢ Demonstrate the ability to plan and organise systematically and
creatively for teaching and learning in the selected phase and
subject area.
Demonstrate the ability to develop sound, coherent lesson plans
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KEYWORDS
It is essential that you master the concepts (listed as keywords in the table below) in this
unit.
Keywords
Description
Lesson plan
Assessment
A roadmap teachers create to structure daily activity in their
classrooms. It outlines what students will learn during each class
period, how the lesson will be taught and how student progress will
be measured (Okeke et.al, 2016).
Lesson aim
The systematic basis for making inferences about the learning and
development of students. It is the process of defining, selecting,
designing, collecting, analyzing, interpreting, and using information
to increase students' learning and development.
Aims on lesson plans often describe what the teacher wants learners
to be able to do by the end of a lesson, or what they will have done
during it.
Textbook pages 148- 164
Prescribed reading
material for UNIT 4:
Journal articles: Bloom’s Taxonomy;
Strategies for Effective Lesson Planning
Video (Links provided)
1. INTRODUCTION
Every lesson is different and their no ‘one size fits all’ approach to lesson planning. In drawing
up a lesson plan ask yourself what it is you want the learners to achieve. What core knowledge
will the lesson cover? What skills do you wish leaners to develop? What attitudes and values
do you wish to promote? What language and vocabulary is needed for learners to learn about
this topic? What is the overall key question that your lesson hopes to address? These
questions are difficult to answer, but with a clear purpose, you will find it easier to design a
learning process to achieve your goals. Think carefully how you want to teach the topic to your
learners and reflect your thinking in the lesson plan. Always, link your lesson to learners’ prior
knowledge and interests.
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Vocabulary / Definitions
Lesson objective: The lesson objective states what learners will know or be able to do at the
end of the lesson (Kolling & Shumway-Pitt, 2019).
Teaching/Learning materials (LTSM): a spectrum of educational materials that teachers
use in the classroom to support specific learning objectives, as set out in lesson plans (Okeke
et.al, 2016).
2. BODY
A good lesson plan should have objectives that are action-oriented and focus on the most
important and essential learning needs of your leaners. In other words, the objectives should
be measurable, so teachers can track learner progress and ensure that new concepts are
understood before moving on, and achievable considering the time available. The purpose of
your lesson plan will determine the class activities you will give your leaners to do. You have
to critically think about what your learners need to know so that they can do the task, or how
you can effectively engage them with worthwhile learning resources around a particular topic
you are teaching.
An effective teacher reflects on their daily lessons. Reflections help you think about your
teaching in a way that helps you learn meaningfully from your experiences as a teacher. What
went right? Why? What could I have done differently? How can I make a good lesson
excellent? In developing lesson plans and class activities, it is good to make use of the
taxonomy of learning, teaching, and assessing. Familiarly known as Bloom's Taxonomy, the
taxonomy of learning, teaching, and assessing is a hierarchical model that categorises
learning objectives into varying levels of complexity, from basic knowledge and
comprehension to advanced evaluation and creation.
Important
Lesson objectives are important in every lesson. Watch the following video on how to develop
good lesson objectives and aims.
https://youtu.be/_woMKwBxhwU?t=22
Case Study
Refer to Page 149 of your textbook; Case Study: VIWE NEEDS A PLAN. Answer Questions
1 to 4
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Let’s Watch!
Watch the following video: YouTube link https://youtu.be/XWE9E8zAYU0?t=17
Write down the essential components of a lesson plan.
Let’s Think!
Read the passage on ‘A question of ethics’ on page 150. What will you do?
Example
Take
a
look
at
Lesson
plans
presented
on
the
following
site:
https://venngage.com/blog/lesson-plan-examples/. Choose one lesson plan and critically
analyse it. What needs to be changed?
Let’s practice!
Draw up a lesson plan for any subject, topic, and grade of your choice. Let a colleague
evaluate your lesson plan.
3. Conclusion
A well-designed lesson plan helps the teacher and leaners understand the goals of the lesson,
allows the teacher to translate the curriculum into learning activities, and aligns the learning
materials and activities with the assessment. A good lesson plan should include the following
components; lesson topic, learning objectives, procedure or steps to be followed, time
management, learning materials to be used, learner activities, and how learners’
comprehension will be assessed.
Self- Evaluation
The following are examples of typical examination questions:
1. What is a lesson plan? Explain giving examples.
2. What are the major components of a lesson plan? Why are
they necessary in any lesson plan?
3. Giving examples, explain how lesson planning affects
effective teaching/learning.
4. What is the taxonomy of learning, teaching, and assessing
and how can you apply it in your classroom?
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5. What do you understand by the cognitive domain? How can
you incorporate it in your lesson plan and lesson?
6. What is learning in the affective domain? Explain using
examples.
7. What is learning in the psychomotor domain?
8. How would you apply Bloom’s Taxonomy in your
classroom?
9. Draw up a detailed lesson plan for a topic and grade of your
choice. Explain how you would execute the lesson.
UNIT 5: TEACHING PRACTICE- ITS
PURPOSE AND IMPLEMENTATION
Learning Outcomes
After you have completed this unit, you should be able to:
➢ Plan and deliver good lessons making use of effective
teaching/learning resources
➢ Function responsibly within the education system, the institution, and
the community in which the institution is located, by taking full
responsibility for your work, decision-making and use of resources in
the grade/phase.
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KEYWORDS
It is essential that you master the concepts (listed as keywords in the table below) in this
unit.
Keywords
Student teacher
Mentor teacher
Work-integrated
learning
Description
A student who has enrolled at a university or college to become a
teacher and will be in various schools for teaching practice (Okeke
et.al, 2016).
An experienced teacher who has been assigned to work closely with
the student teacher to support him/her during teaching practice
(Okeke et.al, 2016).
An approach that aligns academic and workplace practices for the
mutual benefit of students and their intended workplaces (Okeke
et.al, 2016).
Textbook pages 189- 214
Prescribed reading
material for UNIT 5:
Journal articles: Teaching Practice: A Handbook for Student
Teachers
CAPS documents
Videos (Links provided)
1. INTRODUCTION
Teaching practice is a form of work-integrated learning that is described as a period of time
when student teachers are working in the relevant space to receive specific in-service training
in order to apply theory in practice. The primary aim of teaching practice is to help the student
teacher to develop competencies, personal characteristics, understanding, knowledge and
skills needed by a professional teacher. During this period, the student teacher is attached to
a mentor.
Vocabulary / Definitions
Enthusiasm: means a feeling of energetic interest in a particular subject or activity and an
eagerness to be involved in it.
Audibility: means how loud and clear one is.
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2. BODY
Lampert (2010) suggests that teaching practice helps student teachers gain professional skills
and knowledge about schools, learners, teaching, school routine, teaching practice, teaching
theory, staff meetings and, most importantly, the nature of the learner. A potentially good
student teacher must among other important things display the four elements of composure,
i.e., enthusiasm, confidence, warmth and support. Appearance and audibility are equally
important. A good lesson should have all components closely-knit, linking in a coherent way.
A good lesson will be determined by the introduction, that is, the way you introduce the lesson
will guide how the lesson will develop. To avoid delivering poor lessons, make sure that in the
introduction you: establish target to learn, retrieve prior learning, gain attention, link previous
knowledge to the new one and involve your learners.
Even if you are introducing a new topic, do not assume that the learners have never learnt it
before. It is very helpful to check with your learners what they have already learnt, whether
formally or informally, on the topic you want to present. Learner involvement is also important.
If you do not involve your learners, especially in the introduction, it is doubtful they will
participate in the lesson development. You need to find ways to involve them in the
introduction and every step of the lesson. After introducing your lesson with a vibrant vibe, it
is crucial you maintain the momentum you have set. You need to try as much as possible to
make your presentations and explanations clear.
Important
As a learning facilitator, ensure that you express yourself clearly using vocabulary
comprehensible to your learners. As a student teacher who is trying to grow professionally, it
is important that you always seek feedback from your learners. For each lesson, make sure
you use relevant teaching and learning support materials, relevant and appropriate activities,
and make use of the taxonomy of teaching, learning and assessment in drawing up questions.
Case Study
Case Study. Page 189 Read the Case Study titled Teaching Practice Troubles on
page 189.answer the Stop and Reflect questions on page 190.
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Let’s Watch!
Watch the following video: YouTube link https://youtu.be/UCFg9bcW7Bk?t=332
Let’s Think!
Having watched the video Teaching Methods for Inspiring the Students of the Future from the
link https://youtu.be/UCFg9bcW7Bk?t=332.
Think of ways you could incorporate the 5 Cs in your classroom.
Example
Read the scenario on page 213 of your textbook: APPLYING IT TODAY and answer the two
questions on the scenario.
Let’s practice!
Develop a lesson plan of your choice and teach it to your colleagues. Ask them to identify
two things that can be improved in your lesson.
3. Conclusion
Read the short summary on What Teachers Should Never Say or Do from the following link:
https://www.thoughtco.com/what-teachers-should-never-say-or-do-4088818
Self- Evaluation
The following are examples of typical examination questions:
1. What is your understanding of Teaching Practice (TP) as a
concept?
2. As a quality teaching and learning experience is how
Teaching Practice is intended and described in various
circles. Reflect on your own ideas of quality and what you
think your role in a quality experience might be.
3. What are the roles of the mentor and mentee (student
teacher) during TP?
4. What do you think are the advantages and disadvantages of
undertaking Teaching Practice? Are mentors really
necessary? Explain your answer.
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5. During Teaching Practice, you might be asked to develop a
portfolio of evidence. What is meant by portfolio of evidence
and what is its justification during TP?
6. What do you think the demands of the teaching profession
are today?
7. What competencies do you think you will be evaluated on
during TP? State the most important reasons for each.
8. What do you consider to be a good relationship between
you and your mentor during TP? Explain why it is good to
maintain a good relationship between you and your mentor.
9. What are the roles and responsibilities of the mentor, the
student teacher, and the university lecturer during TP? How
important are these roles to education?
10. As a student teacher you are also an assessor. What does
this mean? Explain with the use of applicable examples.
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REFERENCES
Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard University
Press.
Buus, L. and Georgsen, M. ( 2018). A Learning Design Methodology for Developing Short
Learning Programmes in Further and Continuing Education. Journal of Interactive Media in
Education, 2018(1), p.8. DOI: http://doi.org/10.5334/jime.469
Creasy, K.L (2015). Defining Professionalism in Teacher Education Programs. Journal of
Education & Social Policy, 2 (2), 23-25
Galkiene, A. (2014). Professional Identity Characteristics of a TeacherImplementing
Inclusive Education: Pupil and Teacher Experience. Bildungswissenschaften
undakademisches Selbstverständnis in einer globalisierten Welt / Education and academic
self-conceptin the globalized world. Gerd-Bodo von Carlsburg, Thomas Vogel (Hrsg./eds.),
p. 371-390.
Göncz, L (2017) Teacher personality: a review of psychological research and guidelines for
a more comprehensive theory in educational psychology, Open Review of Educational
Research, 4:1, 75-95
Hong, J.Y (2010). Pre-service and beginning teachers’ professional identity and its relation
to dropping out of the profession, Teaching and Teacher Education,
26 (8), 1530-1543.
Hsieh, B. (2010). Exploring the Complexity of Teacher Professional Identity. UC Berkeley.
ProQuest ID: Hsieh_berkeley_0028E_10768. Merritt ID:ark:/13030/m5x63rzm. Retrieved
from https://escholarship.org/uc/item/9406p4sb
Kolling, D and Kate Shumway-Pitt, K (2019). GSC Lesson Planning 101.
PressBooks,London.
Lee W, Reeve J, Xue Y, and Xiong J. (2012). Neural differences between intrinsic reasons for
doing versus extrinsic reasons for doing: an fMRI study. Neurosci Res. 73(1), 68-72.
doi:10.1016/j.neures.2012.02.010
Lupton, M. (2013). Reclaiming the Art of Teaching. Teaching in Higher Education 18(2), 156166.
OECD (2016), Supporting Teacher Professionalism: Insights from TALIS 2013, TALIS, OECD
Publishing, Paris, https://doi.org/10.1787/9789264248601-en.
Tranquillo J. and Stecker M. (2016). Using intrinsic and extrinsic motivation in continuing
professional education. Surgical Neurology International. 7(7), 197-199. doi:10.4103/21527806.179231
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Simpson, D, Jackson, M., and Aycock, J. (2005). John Dewey and the Art of Teaching: Toward
Reflective and Imaginative Practice. Thousand Oaks, CA: Sage.
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