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6.4 Teacher competencies envisaged for initial teacher education programmes The Minimum Requirements for Teacher Qualifications and Integrated Quality Measurement (MRTEQ) national rating system for teachers was considered when competencies for student teachers were developed. MRTEQ addresses the skills, knowledge, theory and practice that every teacher must have after completion of a qualification. It is expected that every teacher must be competent in disciplinary, pedagogical, practical, fundamental and situational learning. Table 6.4.1, below, details the Competencies/Standards expected of an Initial Teacher Education graduate: Table 6.4.1 Initial teacher competencies/standards Beginner Teacher Competencies Rubric This document makes use of the basic competences of a beginner teacher as reflected in MRTEQ – Appendix C, as well as wording and concepts from the Integrated Quality Management System (IQMS) For School-Based Educators. It also considers the types of learning for teaching as set out in MRTEQ. Rating Scale ▪Rating 1: Unacceptable. This level of performance does not meet minimum expectations and requires urgent interventions and support. ▪Rating 2: Satisfies minimum expectations. This level of performance is acceptable and is in line with minimum expectations, but development and support are still required. ▪Rating 3: Good. Performance is good and meets expectations, but some areas are still in need of development and support. ▪Rating 4: Outstanding. Performance is outstanding and exceeds expectations. Although performance is excellent, continuous self-development and improvement are advised. Student Teacher Unacceptable Satisfies minimum Good Outstanding Competency expectations Rating 1 Rating 2 Rating 3 Rating 4 1. Newly qualified teachers must have sound subject knowledge. (Disciplinary learning) Acquire and maintain Academic knowledge Demonstrates Demonstrates Demonstrates sound subject about the subject(s) academic knowledge academic subject academic subject knowledge. and phase(s) is. of the subject at knowledge of the knowledge at an inaccurate or limited. expected level when subject at a higher advanced level when Unable to fully respond teaching. level than teaching. to lesson Knowledge is expected when Uses knowledge to requirements. adequate but not teaching. diagnose learner comprehensive. Knowledge is strengths and Demonstrates only comprehensive weaknesses in order to what is required for the (has a broader develop teaching lesson. understanding of strategies. the subject than only textbook content). Holistic subject knowledge is evident. 2. Know how to teach their subject: select, determine the sequence and pace of content in accordance with both subject and learner needs (Pedagogical learning) Select content for Inadequate selection Adequate selection of Good selection of Good selection of subject and learner or incorrect selection content. Selection is content. Selection content. Content lead needs. of content. relevant to teaching meets teaching and to meaningful and Selection does not and learning needs. learning needs. relevant learning meet teaching or Content leads to experiences where learning needs. meaningful and interrelatedness of relevant learning concepts is clear. experiences. Sequencing and Sequencing and Sequencing and Sequencing and pacing Sequencing and pacing of content pacing of content pacing of content of content within and pacing of content within and across within and across across lessons is good. within and across lessons does not allow lessons is adequate Clear trajectory of lessons is excellent. learners to build but may not contribute content and pacing that Learners are able to conceptual to solid understanding is in accordance with build a solid understanding of the of concepts. learners’ needs. understanding of subject. Setting out of Sequencing or pacing subject concepts content needs a may need to be through well-supported clearer trajectory. No revised. Learners may content sequencing support of content need a different pace. and pacing. understanding is Learners may need evident. more content support. 3. Know who their learners are and how they learn (Pedagogical learning) Acquire and maintain Aware that learners Demonstrates an Demonstrates a range Demonstrates and knowledge about have different abilities activity that is of activities that are uses activities that are learners and learning at various levels but appropriate for the appropriate for the appropriate for the needs support in abilities of learners. level of learning abilities of learners. catering for these required and cater to a learners variety of learning styles. Aware that learners Uses an activity that is Uses activities that Develops and uses a have learning associated with a cater to a variety of range of activities that preferences but needs learning preference. learning styles. cater for different support in catering for learning styles. these learners. Aware that learners Identifies some Facilitates and caters Identifies a range of experience barriers to barriers to learning regularly learning barriers and learning but needs among learners in a acknowledges and can use a range of support in catering for class and use an respects individuality strategies and these learners. activity that caters for and diversity. Caters alternative learning these learners. for barriers to learning. activities to overcome such barriers. Uses inclusive strategies and promotes respect for individuality and diversity.
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