Teaching Practice 1
PGCE: Intermediate Phase
LYCEUM ©
TEACHING PRACTICE 1
(TRP1437N)
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(2022)
This Edition
(2022)
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Teaching Practice 1
TABLE OF CONTENTS
KEY OF ICONS USED IN TEXT........................................................................................ 3
UNIT 1: Teaching Practice Competencies
7
Keywords .......................................................................................................................... 7
1.Introduction ......................................................................................................................
2.Teacher Professionalism and Identity ..............................................................................
3. Teacher Personality ........................................................................................................
4. Policy and the role of the teacher ...................................................................................
UNIT 2: Teaching Pedagogies ..................................................................................
Keywords ............................................................................................................................
1. Introduction .....................................................................................................................
2. Theories, Principles and Perspective Teaching ...............................................................
3. Constructivism and Mediated Learning ...........................................................................
4. Basic Classroom Management .......................................................................................
Keywords ............................................................................................................................
1. Introduction ................................................................................................................. 14
2. Bloom’s Taxonomy …………………………………………………………………………..14.
3. Assessment …………………………………………………………………………………..14.
4. Inclusive Education ………………………………………………………………………….14.
5. Teaching using Bloom’s taxonomy …………………………………………………………15.
UNIT 4: Forms of Communication …….............................................................16.
1. Introduction ……………………………………………………………………………………17.
2. Communication Skills in Teaching …………………………………………………………17.
3. Learner Affective Learning …………………………………………………………………..17.
4. Electronic/ Technological Teaching Aids …………………………………………………17.
5. Social Media Technologies ………………………………………………………………. 18.
UNIT 5: Planning ………………………………………………………………………..19.
1. Introduction ………………………………………………………………………………………20.
2. The Lesson Plan ………………………………………………………………………………..20.
3. Inclusive Teaching & Learning ………………………………………………………………...20.
REFERENCES: …………………………………………………………………………..21.
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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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NOTES
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MODULE INFORMATION, PURPOSE, OUTCOMES AND CONTENT
MODULE NAME
Teaching Practice 101
NQF LEVEL
7
CREDITS
12
NATIONAL HOURS
120
MODULE PURPOSE
This is a four-week period of observation, teaching and support
within a pre-selected school.
The purpose of Teaching Practice 1 (PGCE) is to develop
integrated knowledge of key concepts, general principles, theories
and rules pertaining to effective Teaching Practice as well as the
competence to evaluate such knowledge. Hence, the student will
gain an understanding of the roles and responsibilities of a
classroom professional, as well as an understanding of a range of
teaching methodologies and related assessment processes, and
complex problem-solving techniques. This module intends for a
student to gain understanding of the ethical and professional
practices required for making justifiable decisions.
OUTCOMES
Learning outcome 1: Demonstrate an integrated understanding of
teaching practice competencies required in the application and
evaluation of such knowledge with reference to terms, concepts,
general principles and theories relevant to teaching and learning.
Learning outcome 2: Select and identify a range of teaching and
learning strategies to identify, analyse, evaluate and resolve
complex problems.
Learning outcome 3: Gather information and develop processes to
validate information, evaluate, plan, design and reflect on learning.
Learning outcome 4: Develop and communicate ideas, opinions
and arguments using the appropriate communication skills.
Learning outcome 5: Manage curriculum delivery in variable
contexts.
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CONTENT OF THE
MODULE
This module covers:
1. Unit 1 – 5.
2. Prescribed textbook reference pages for study
purposes.
3. Links for journal articles, newspaper articles and
videos.
4. Case studies.
5. Self - assessments.
6. Practical Teaching
Okeke, C., Abongdia, J., Olusalo Adu, E., van Wyk, M. and
PRESCRIBED
TEXTBOOK
Wolhunter, C., (2016). Learn to teach. A handbook for teaching
practice. Cape Town: 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: TEACHING PRACTICE
COMPETENCIES
Learning Outcomes
After you have completed this unit, you should be able to:
➢ Demonstrate an understanding of the values, principles
and ethical conduct required for teaching in the South
African context.
➢ Identify and evaluate key policy and legal requirements and
their impact on curriculum management
➢ Discuss education theory with reference to teaching
Practice, especially collaborative and co-operative
Teaching Practice across subject disciplines
➢ Interpret curriculum in line with national and school based
policies and apply such interpretation appropriately
➢ Engage critically with education policies, procedures and
systems which impact on classroom practice and the
school context
➢ e
Keywords: It is essential that you master the concepts (listed as keywords in the
➢
table below) in this unit.
➢ XXXX;
Keywords
Description
Policy
Professional
identity
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It is a general statement that serves to guide decision making
and interpretation of goals by the implementer (van der
Westhuizen, 1999).
A teacher’s sense of self and responsibility as a participant in
education (Okeke, et al., 2016)
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Personality is a silent sedentary in nature which affects the
attitudes and behaviour of every individual (Irfan, 2021)
Personality
Okeke, C., Abongdia, J., Olusola Abu, E., van Wyk, M. and Wolhuter, C.,
(2016) Learn to teach. A handbook for teaching practice. Cape Town:
Oxford University Press Southern Africa.
Prescribed
reading
material
for UNIT 1:
https://www.researchgate.net/publication/320835874__the_role_of_teac
hing_practice_in_teacher_education_teacher_education_programmes_
designing_framework__for_best_practice
https://mg.co.za/article/2012-10-22-show-me-the-quality/
https://mg.co.za/article/2007-01-29-in-search-of-quality-schooling-for-all/
1.
INTRODUCTION
According to Okeke, et al (2016), formal teacher training and practice are important
tools in the professional development of a teacher. It is during Teacher Practice that
skills are learned that will form a firm foundation for a lifetime development of a
teacher. In this unit, a few of those concepts that will be of great help to you in the
classroom will be learned.
2.
TEACHER PROFESSIONALISM AND IDENTITY
Professional behavior and actions rely heavily on an individual’s values, moral
principles and personality. A teacher cannot just rely on personal intuition but should
also be guided by policy, rules and procedures (Tatto, 2021). What teachers learn in
the classroom is put to the test during practice. Teachers also build their professional
identity over time as they continue to practice their profession and interact with real
life issues within the classroom. (Refer to pages 18 – 27 of the prescribed
textbook).
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3.
TEACHER PERSONALITY
Kim, et al (2019), indicates that the one trait that a teacher brings into the classroom
is their unique personality. A teacher’s psychological qualities affect their thought
patterns and feeling and that in turn influences how they behave. Irfan, et al (2021)
refers to the teacher’s personality as a hidden curriculum which affects how they
teach and educate. A good teacher is aware of the impact of their personality on
quality teaching and learning and will capitalise on their great personality traits.
(Refer to pages 49 – 54 of the prescribed textbook).
4.
POLICY AND THE ROLE OF THE TEACHER
Every organisation is established with a certain purpose in mind. Policy serves as a
guide for decision making and is a resource that an organisation can use to achieve
its goals (Badenhorst, 1987). (Refer to pages 55- 63 and 251 -262 of the
prescribed book).
Case Study/ Activity: Study the following Case Studies and reflect
-
Is this professional teaching? (Page 16)
-
The teacher you want to be (Pages 49 – 50)
Let’s Watch! Teacher professionalism in the 21st century
https://youtu.be/qcR6KaJvTo
Self- Evaluation
Do the activities outlined in pages 28 and 63 under the headings:
-
Self- reflection
-
Practical applications
-
Analysis and consolidation
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UNIT 2: TEACHING PEDAGOGIES
Learning Outcomes
After you have completed this unit, you should be able to:
➢ Identify and apply a range of teaching methodologies and
assessment practices across subject disciplines
➢ Apply positive classroom management approaches that
promote learning
➢ Identify and apply various ways of mediating learning,
particularly co-operative and collaborative teaching and
learning approaches
➢ Select and apply a variety of learner assessment
approaches, both formative and summative.
➢ Gather information from various sources for analytical and
problem-solving processing, based on sound evidencebased solutions
➢ Use theory driven arguments to solve problems
➢ Take decisions based on ethical and professional
standards and that are relevant to the context.
Keywords: It is essential that you master the concepts (listed as keywords in the table
below) in this unit.
Keywords Description
Psychoso
cial
Behaviou
rism
Involves both psychological and social factors of life (Okeke, et al.,
2016).
It comes from the premise that all behaviour is learned (Ng’andu, et al.,
2013)
Knowledge acquisition is viewed as an active process that involves
thinking (Yilmaz, 2011).
Cognitive
learning
A learner interacts with their environment through a mediator (teacher)
so as to improve their cognitive skills (Emmanouil, & Georgios, 2018).
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Textbook
Okeke, C., Abongdia, J., Olusola Adu,E., van Wyk, M. and Wolhunter, C.,
(2016) Learn to teach.
A handbook for teaching practice. Cape Town: Oxford University Press
Southern Africa.
Prescribed
textbook
and
Learning
Resources
Https://educationaltechnology.net/eriksons-stages-of-psychosocialdevelopment/
https://www.researchgate.net/publications/338158642_BEHAVIOURISM_ITS
_IMPLICATION_TO_EDUCATION
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S165707902005000100016
https://www.researchgate.net/publication/241741103_The_Cognitive_Perspe
ctive_on_Learning_Its_Theoretical_Underpinnings_and_Implicationa_for_Cla
ssroom_Practices
https://www.phoenix.edu/blog/what-is-cognitive-learning-theory.html
1. INTRODUCTION
Teaching is an art and an acquired skill. A teacher will experiment with many methods
and strategies on how best to impart knowledge till they discover what works best in
different situations. This unit will focus on some of those methods and strategies which
can be applied by the teacher to improve the art of teaching.
2. Theories, principles and perspectives of teaching
Learners are different and will not react the same way to a similar stimulus. A study of
the learning theories exposes a teacher to varying methods that can be applied to
reach out to different learners in the classroom (Marcia, 2009). Refer to pages 69 -89
of the prescribed book.
3. Constructivism and mediated learning
Mediated learning is an active process that involves interaction between a learner
and a mediator (teacher), who can use varied methods of mediation for effective
teaching and learning (Emmanouil, and Georgios, 2018). Refer to pages 130 – 146
of the prescribed textbooks.
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4. Basic classroom management
There is a definite link between effective teaching and learning and the orderliness of
the classroom. It is the duty of the teacher to safeguard an atmosphere conducive for
teaching and learning. (Chandra, 2015). Refer to pages 236 – 248 of the
prescribed textbook.
Case Study/ Activity: Study the following case studies and reflect
-
Eunice discovers how learners learn (Page 69)
-
Developing critical learners (Page 92)
-
Classroom management matters (Page 236)
-
Mediation of multiplications (Page 142)
Let’s Watch! Classroom management
https://youtu.be/z_XR6dy69f4
Self- Evaluation
Do the activities outlined in pages 89, 106, 145 and 248 under the
following headings:
-
Self- reflection
-
Practical applications
-
Analysis and consolidation
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UNIT 3: BLOOM’S TAXONOMY
Learning Outcomes
After you have completed this unit, you should be able to:
➢ Systematically assess and record individual learner
progress
➢ Use results from assessments to provide developmental
feedback to learners
➢ Interpret and use assessment results to inform future
teaching and intervention strategies
➢ Gather demographic information regarding learners to
inform practices in teaching and classroom management
➢ Collect from several sources sufficient confirming evidence
of learner competence
➢ Develop appropriate process for information for a given
situation
➢ Validate information
Keywords: It is essential that you master the concepts (listed as keywords in the table
below) in this unit.
Keywords
Description
Assessment
A process of getting information about a learner’s performance
using clear assessment criteria to determine what the learner
knows and can do (Okeke, 2016).
Taxonomy
A set of classification principles or ideas (Okeke, 2016)
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Textbook
Prescribed reading
material for UNIT 2:
Okeke, C., Abongdia, J., Olusola Adu,E., van Wyk, M. and
Wolhunter, C., (2016) Learn to teach. A handbook for
teaching practice. Cape Town: Oxford University Press
Southern Africa.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4511057/
1. INTRODUCTION
Assessments are meant to be used to measure learner’s performance and if used
strategically can be a very effective tool for development. It is thus imperative that
diverse assessment criteria be used by the teacher to assess learner performance.
Bloom’s taxonomy is a system that is being widely used in education to evaluate
student performance.
2. Bloom’s taxonomy
Bloom’s taxonomy is a paradigm shift from the old systems of teaching and learning
of a teacher being the only source of knowledge to a more diverse learning. It is a
move from rote learning and memorizing concepts to analyzing, understanding and
critical thinking (Chandio, et al., 2017). Refer to pages 92 – 106 of the prescribed
textbook
3. Assessment
Here Bloom suggests different types of assessment at different levels of thinking and
understanding. Assessment is conducted from simple to more complex issues so as
to keep track of learner development. Refer to pages 101 – 102 of the prescribed
textbook.
4. Inclusive education
Learners come from different backgrounds and have different capabilities. By using
Bloom’s taxonomy, a teacher meets the learners at their different levels of exposure,
comprehension and cognitive development. Refer to page 102 of the prescribed
textbook.
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5. Teaching using Bloom’s taxonomy
Bloom’s taxonomy opens up innovation in the classroom. Learners get equipped
with skills to learn, understand, analyse and evaluate concepts. Learners are then
able to better understand the practical application of concepts in real life situations.
Refer to pages 103 – 106 of the prescribed textbook.
Case Study/ Activity: Study the following case study and reflect
- Developing critical learners (Pages 92 – 93).
Let’s Watch! Bloom’s Taxonomy
https://youtu.be/ayefSTAnCR8
Self- Evaluation
Do the activities outlined in page 106 under the topics:
-
Self- reflection
-
Practical applications
-
Analysis and consolidation
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UNIT 4: FORMS OF
COMMUNICATION
LEARNING OUTCOMES
After you have completed this unit, you should be able to:
➢ Speak clearly to convey information and ideas accurately
and appropriately
➢ Understand communication systems within the school and
its context
➢ Communicate ideas and opinions appropriately, using well
- articulated arguments in keeping with academic,
professional and occupational discourse
➢ Present persuasive arguments that respect the views of
others
➢ Use information and communication technology to facilitate
teaching and learning (computers, electronic white board,
etc.)
➢ Foster interactive e communication with learners through
non- judgmental language, supportive replies and feedback
that acknowledges principles of appropriate mediation skills
➢
Keywords: It is essential that you master the concepts (listed as keywords in the table
below) in this unit.
Keywords
Description
Instructional
communication
The medium and ways in which information is exchanged and
meaning is made in educational setting (Okeke, 2016),
Technology in
education
A planned usage of technology to enhance teaching and
learning (Okeke, 2016).
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Textbook
Okeke, C., Abongdia, J., Olusola Adu,E., van Wyk, M. and Wolhunter, C.,
(2016) Learn to teach. A handbook for teaching practice. Cape Town:
Prescr Oxford University Press Southern Africa.
ibed
readin https://www.highspeedtraining.co.uk/hub/communication-skiils-forteachers/
g
materi
al for
UNIT
4:
https://www.researchgate.net/publication/356284667_EFFECTIVE_COMM
UNICATION_IN_TEACHING_AND_LEARNING
https://www.tandfonline.com/doi/full/10.1080/1475939X.2019.1695657
1. INTRODUCTION
In Badenhorst (1987), a classical definition of communication given by Laswell is “who
says what to whom, through which channels and to what effect.” Communication is
effective when it is mutual between the conveyer of the message and the recipient.
This unit will focus on effective ways of communication between the teacher and the
learner so as to obtain the desired outcome.
2. Communication skills in teaching
The effectiveness of a teacher is based so much on their ability to communicate
well, be it with fellow colleagues and learners. Communication is more than using a
voice. It includes the tone of the voice, facial expressions and hand gestures. Also,
communication involves the written word and the usage of technology devices (Duta,
et al., 2015). Refer to pages 108 – 119 in the prescribed textbook.
3. Learner affective learning
Learner’s confidence and motivation to perform is greatly influenced by the empathy,
relationship and attitude that the teacher shows to individual learners in class. How
the teacher communicates during lesson time, the tone they use, the questions they
ask and the feedback they give, all have a bearing in learner’s affective learning.
Refer to pages 120 – 127 of the prescribed textbook.
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4. Electronic / technological teaching aids
The ultimate aim of learning is to enable learners to become independent thinkers.
Technology can be used to extend the mind in that information can be filed and
stored in devices to be retrieved when required (Paul, 2021). Refer to pages 285 –
294 of the prescribed.
5. Social media technologies
We live in a technology based society and cannot ignore the influence of social
media in day to day affairs. Teachers can also use social media to augment teaching
and learning. If used well, social media platforms can be very useful tools for
communication, sharing ideas and opinions on related subject matters
(Jankauskaite, 2015).
Case Study/ Activity: Refer to the following case studies, reflect and
answer
-
- It’s the way you say it (Page 109)
-
A true tech believer (285)
-
Neo makes the move to social media (Page 295).
Let’s watch! Integration of technology in the classroom
https://youtu.be/4jLKL2VCZrA
Self- Evaluation
Do the activities outlined in page 127 under the topics:
-
Self- reflection
-
Practical applications
-
Analysis and consolidation
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UNIT 5: PLANNING
Learning Outcomes
After you have completed this unit, you should be able to:
➢ Select and apply teaching and learning strategies
appropriate to the grade, subject and topic and motivate
learners to meet the expected demand.
➢ Accommodate differences in learning styles, pace and
ability.
➢ Use strategies where learners are taught in groups, pairs
and individually (co-operative and collaborative strategies).
➢ Use appropriate teaching support materials.
➢ Select and /or design materials and resources appropriate
to the learning areas – that includes collaborative and cooperative teaching approaches.
➢ Select, adapt or design learning programs and lessons
appropriate for the learners and their context.
➢ Use teaching and learning strategies that consider cultural,
gender, ethnic and language differences.
Keywords: It is essential that you master the concepts (listed as keywords in the table
below) in this unit.
Keywords
Description
Lesson planning
The activity of developing a set of guiding directions for a
lesson (Okeke, 2016).
Lesson aim
Deciding on a focus of the lesson. What you want it to achieve
(Okeke, 2016).
Differentiated
teaching
Varying components and process of a lesson so that there is
always something for everyone (Okeke, 2016)
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Textbook
Prescr
ibed
readin
g
materi
al for
UNIT
5:
Okeke, C., Abongdia, J., Olusola Adu,E., van Wyk, M. and Wolhunter, C.,
(2016) Learn to teach. A handbook for teaching practice. Cape Town:
Oxford University Press Southern Africa.
https://www.sciencedirect.com/science/article/pii/S2590291121000681
https://www.researchgate.net/publication/287061517_Quality_lesson_plan
ning_and_quality_delivery_Do_they_relate
1. INTRODUCTION
Learning teaching theories and strategies is one thing, putting them to practice is
another factor. Developing a lesson plan that will assist a teacher to put to use the
theory they have acquired is a skill that needs to be developed. This unit will assist
you to develop a lesson plan that will incorporate the teaching and learning strategies
you have learned, using appropriate teaching material for support in dynamic
classroom settings.
2. The lesson plan
Planning a well - structured lesson is an important part in curriculum delivery. The
presentation of a lesson is as good as its plan. The application of relevant teaching
and learning strategies occur when there is proper planning. Refer to pages 148 –
160 of the prescribed textbook.
3. Inclusive teaching and learning
Effective teaching and learning strategies recognise the importance of
accommodating different learning styles, pace and ability of the learners. So it is vital
for teachers to differentiate their teaching and learning styles. Refer to page 162 of
the prescribed textbook.
4. Assessment and critical reflection
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Lessons are planned and presented with certain outcomes in mind. Checking the
outcomes of the lesson happens through assessment and reflection. Refer to
pages 162 – 163 of the prescribed textbook.
Case Study/ Activity
Refer to the case study below, reflect and answer the questions.
Viwe needs a plan (Page 149).
Let’s Watch! Lesson planning
https://youtu.be/XPpW9UVb90
Let’s practice!
Refer to the activity on page 155 on “applying it today” and practice introducing new
topics to your learners.
Self- Evaluation: Do the activities outlined in pages 28 and 63 under topics,
-
Self – reflection
-
Practical applications
-
Analysis and consolidation
Important:
You will receive information via your Lyceum email address regarding the
following:
•
•
•
•
POE
Addenda to be completed
Instructions regarding Practical Teaching and school placement
Assessments and assessor arrangements.
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References:
Badenhorst, D. C., Calitz, L.P., Van Schalkwyk, O.J., Van Wyk, J.G. and Kruger,
A.G., (1987) School Management, the task and role of the teacher. Pretoria: Kagiso
Publishers.
Chandio, M.T., Pandhiani, S.M. and Iqbal, R., (2017) Improving assessment and
teaching – learning process; Journal of Education and Educational Development,
3(2), pp. 203-221.
Chandra, R., (2015) Classroom management for effective teaching; International
Journal of Education and Psychological Research (IJEPR), 4(4), pp.13-15.
Duta, N., Panisoara, G. and Panisoara, I., (2015) The effective communication in
teaching. Diagnostic study regarding the academic learning motivation to students;
Procedia – Social and Behavioral Sciences,186, pp.1007-1012.
Emmanouil, S. and Georgio, B., (2018) Mediated learning experience and its role in
teaching fractions to pupils with learning difficulties; International Journal of Learning
and Teaching, 10(2), pp.158-165.
Irfan, L.A., (2021) Effective teacher’s personality in strengthening character
education; International Journal of Evaluation and Research in Education (JERE),
10(2), pp.512-521.
Jankauskaite, D., (2015) Social Media as a tool for improving teaching and learning
experience; Signum Temporis. Journal of Pedagogy and Psychology, 7(1), pp.54-59.
Kim, L.E., Jorg. V. and Klassen, R.M., (2019) A meta-analysis of the effects of
teacher personality on teacher effectiveness and burnout; Educational Psychology
Review, 31, pp.163-195.
Marcia, J.E., (2009) Education, Identity and i-class, from Education to Psychological
Development; Policy Futures in Education, 7(6), pp.670-676.
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Ng’andu, K., Hambulo, F., Haambokoma, N. and Tumaida, M., (2013) The
Contribution of Behaviourism Theory to Education; Zambia Journal of Education,
4(1), pp.58-74.
Paul, N.M., (2021) The Extended Mind. Boston New York: Houghton Mifflin Harcourt.
Tatto, M.T., (2021) Professionalism in teaching and the role of teacher education;
European Journal of Teacher Education, 44(1), pp.20-44.
Van der Westhuizen, P.C., (1999) Effective educational management. Pretoria:
Kagiso Tertiary.
Yilmaz, K., (2100) The cognitive perspective on learning: Its theoretical
underpinnings and implications for classroom practices; The Clearing House, 84, pp.
204-212.
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