Faculty of Humanities and Education (Postgraduate) - The University ...

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POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013
THE FACULTY OF HUMANITIES & EDUCATION
Goals
The goals of the programme are that persons who are embarking
on careers as secondary school teachers will:
• respond effectively to the challenges of teaching in societal
contexts of rapid change;
• willingly and confidently assume their roles and
responsibilities in the schools to which they are assigned;
• make professional choices that are informed by clearly
defined personal philosophies of education;
• seek to foster the holistic development of all students;
• demonstrate the necessary attitudes, skills, and knowledge
to support their professional practice;
• act as change agents in their schools and communities;
• collaborate with others to access,develop,and disseminate
information about best educational practice; and
• commit themselves to continuous professional
development throughout their teaching careers.
General Objectives
Participants who have successfully completed this programme
will be able to:
• recognise all students’potential to learn;
• respond effectively to the special needs and interests of
adolescent learners;
• demonstrate respect for the social and cultural experiences
of their students;
• respond flexibly to the challenges of practising in different
school and classroom contexts;
• plan and implement instructional activities in their own
areas of content specialisation so as to promote the holistic
development of students;
• plan instructional activities that are informed by their
understanding of sound educational aims and purposes;
• align their curriculum with established curriculum policies
and standards;
• use appropriate technologies to support teaching and
learning in their content areas;
• establish classroom climates that support students’ holistic
development;
• use their knowledge of students’ previous experiences to
promote effective learning;
• plan, carry out, and use research to evaluate and inform
their professional practice;
• reflect on their own teaching philosophy and practice, and
on ways in which these might be refined;
• critically interrogate dominant educational policies and
practices;
• collaborate with others to improve their own practice, and
the practice of education in their schools and educational
systems;
• assume roles as change agents in their schools;
• participate continuously in programmes and activities
designed to improve their professional skills and
knowledge;
• present themselves as professionals in their appearance,
speech and interactions with stakeholders; and
• demonstrate integrity in their professional choices and
interactions.
Course Assessment
Assignments – 100 % Coursework
Resources
• multimedia classroom equipment
• camcorders
• audio recorders
• laptops and desktops
• the Internet
• books, newsletters, journals
Readings
Campbell, C., McNamara, O., & Gilroy, P. (2004). Practitioner
research and professional development in education. London,
UK: Paul Chapman.
Elliott, J. (1991). Action research for educational change.
Buckingham, UK: Open University Press.
Carr, W., & Kemmis, S. (1988). Becoming critical: Education,
knowledge, and action research. London, UK: Routledge
Falmer.
Structure of the Programme
The pre-service Dip.Ed. programme has been structured to meet
these objectives, and to help students to respond effectively
within changing contexts of practice.
Duration
This full-time programme will be delivered over the course of
one academic year.
Components
The programme comprises the following major components:
1. Three Foundation courses, which introduce students to
basic concepts, skills, and principles that inform effective
educational decision making for the beginning teacher.
The courses draw largely on the humanities and the social
sciences in providing theoretical and conceptual knowledge
relevant to addressing overarching controversies, dilemmas,
and issues in education. The courses are:
• Fundamental Concepts for the Beginning
Teacher (3 credits)
• Addressing the Needs of the Whole Child
(3 credits)
• The Educational Milieu (3 credits)