EDPHOD8 - The Educator in a Pastoral Role (EDPHOD8)
Institution
University Of South Africa (Unisa)
A summary of all topics covered in the EDPHOD8 Study Guide. Perfect for quick notes when time is limited and you need to get work done. Includes all Units in The Educator in a Pastoral Role.
EDPHOD8 - The Educator in a Pastoral Role (EDPHOD8)
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EDPHOD8 – Notes
Unit 1 – Theoretical Framework
Introduction
o Best, Lang, Lodge and Watkins
Most important role is pastoral role
Concern about well-being
Applied Competencies
o Three types
Practical
Ability to:
o Consider multiple possibilities of action
o Make decisions about which one to follow
o Performing action.
Foundational
Grounded on:
o Learner demonstrating understanding of knowledge that underpins the
action taken
Reflexive
Foundational is integrated through reflexive
o Learner demonstrates:
Ability to connect performance and decision-making with
understanding
Adapt to change and unforeseen circumstances
Explain reasons behind changes
o Seven roles of the educator (Three competencies broken into)
Learning mediator
Learning that
o Is sensitive to diverse needs and barriers
o involves constructive learning environments
o using effective communication
Demonstration of subject knowledge and strategies to teach in SA context
Interpreter and designer of learning programmes and materials
Understand and interpret learning programmes
Design new programmes
Select, sequence and pace learning for all needs
Leader, administrator and manager
Make decisions
Manage learning
Classroom admin
All done in a democratic manner
, Scholar and lifelong learner
Achieve on-going growth in all aspects
Pastoral Role
Develop respect and responsibility
Uphold constitution
Develop supportive and empowering environments
HIV/AIDS education
Assessor
Understand importance of assessment
o Purpose, methods, effects
o Formative and summative
o Interpret and record
Learning area/subject/discipline/phase Specialist
Well-versed in knowledge, skills values of their specific areas
Various approaches and techniques
Educator role in
o Practical Competence
Develops skills, attitudes and healthy lifestyle
Provide guidance
Respects diversity in everyone
Responds to current social issues (violence, HIV/AIDS, drug abuse, poverty)
Counsel learners with social/learning problems
Demonstrates caring, committed and ethical professional behaviour
Conceptualises and plan extra-curricular activities
Functions as mentor for all
o Foundational Competence
Understand various approaches to education
Understands key community problems (emphasis on poverty, political democracy)
Understand possibilities for life- and work-skill education in community
Knows about ethical debates in religion, politics, human rights etc.
Understand child and adolescent development and application in SA context
Understands impact of class, race, gender and other identity-forming forces on
learning
Understands formative development and effect of abuse at individual, familial and
community levels
Understands barriers to learning and structures to overcome them
Knows about supportive services and how to utilise them
Knows impact extra-murals have on learning
, o Reflexive Competence
Recognises and judges intervention strategies to cope with learning
Reflect on systems for professional development
Adapts school extracurricular programmes
Reflects on ethical issues
Reflects on development of environmental responsibility
Adapt learning programmes to promote awareness of constitution
Critically analyse how curriculum promotes/addresses
HIV/AIDS awareness
Barriers to learning
Environmental and Human rights
Adolescent and Pastoral Care
o Important factors to remember
Adolescence is critical psychological and biological developmental stage
Transition partly defines the pastoral problems deal with
Nature and manner of problems can lead to “boundary issues”
o Physical and Biological factors
Puberty between ages 11 – 18
Height and weight increase
Secondary sexual characteristics develop
Mature reproductive capacity develops
Cognitive ability develops
Phase we all go through
Must tolerate, reassure and show how to manage anxiety
Bullying, teasing and exclusion from groups can result from changes
o Psychological Factors
Theories relating no psychological changes during adolescence
Theories claiming adolescence as a bio-psychological stage of development
Change in physical appearance
Identity formation
Erikson
o One of eight life stages
Recognisable tasks to accomplish
o Possibility of not negotiating through transition correctly
o Can bring psychological liabilities to adolescence
Fear of being “nobody” with no love or value
Neurosis rather than true guilt
Fear of being in mainstream (introvert in extroverted society)
Fear of being unable to cope with the world
o Can turn in on themselves or become aggressive
o Sociocultural Factors
Many demands on adolescents
Divorce and family structures - Drug and substance abuse
Religion - Power of media
Working patterns - Views on crime and punishment
Puberty and sexual experiences
, Erikson’s eight stages of psychological development
Stages Approximate Age Important Event Description
1. Birth to 12-18 months Feeding Form first loving, trusting
Basic trust vs relationship with caregiver
Basic mistrust OR
Sense of distrust
2. 18 Months to 3 years Toilet Training Development of physical
Autonomy vs skills (walking, sphincter
Shame/Doubt control)
BUT
Shame and doubt if not
handled well
3. 3 to 6 years Independence Become more assertive and
Initiative vs takes initiative
Guilt BUT
Feelings of guilt if too
forceful
4. 6 to 12 years School Deal with demands to learn
Industry vs new skills
Inferiority OR
Sense of failure, inferiority,
and incompetence
5. Adolescence Peer Relationships Must achieve sense of
Identity vs identity in occupational,
Role Confusion sexual roles, religion and
politics
OR
Role confusion
6. Young adulthood Love Relationships Develop love relationships
Intimacy vs OR
Isolation Feelings of isolation
7. Middle Adulthood Parenting Find a way to satisfy and
Generativity vs support next generation
Stagnation
8. Late adulthood Reflection on and Sense of self-acceptance
Ego integrity vs acceptance of one’s life and fulfilment
Despair
Survival Strategies for the educator
o Understanding Boundaries
Can/Should I deal with this?
How to deal/who to refer to?
o Understanding the law
Abuse
o Managing time
Caseloads
When, where, how long sessions last
o Need for emotional scaffolding
Scaffolding
More advanced partner changes the degree and quality of support provided to
the less skilled partner as he or she becomes more proficient.
Manage own affective development and avoid co-dependence
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