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First published in 2010
Second edition 2015
Custom edition 2019
First Impression 2019
This edition is manufactured in South Africa, and is authorised for sale only in Africa.
ISBN (print) : 9781485709732
ISBN (epdf ) : 9781485709/49
Every effort has been made to trace copyright holders. The publishers apologise for any errors or omissions, and
invite copyright holders to contact us if any have occurred, so that they may be credited.
In line with Pearson’s editorial policy this book has been peer reviewed.
, TABLE OF CONTENT
Acknowledgements Page 9
Chapter 1 : The teacher as a reflective practitioner
The teacher as a reflective practitioner (Sarah Gravett and Josef De Beer) Page 11
Introduction Page 11
Scenario Page 11
Teaching as a challenging profession Page 12
Reflection and reflective practice Page 12
Dimensions of teaching as a reflective practice Page 13
Theory and practice Page 14
Professional values and ethics Page 15
A teaching philosophy Page 15
Pedagogical content knowledge Page 16
Tool to guide reflection Page 17
DATA process Page 17
Scenario Page 17
Guided reflection protocol Page 18
Scenario Page 18
Reflective journal Page 20
Conclusion Page 20
Glossary Page 21
Chapter 2 : The teacher as a caring professional
The teacher as a caring professional (Nadine Petersen and Ruksana Osman) Page 23
Introduction Page 23
Scenario Page 23
Scenario Page 24
Scenario Page 24
Critical education theory Page 25
Scenario Page 25
Critical education theory in the South African context Page 26
Advantages of critical education theory Page 26
The idea of care Page 27
Nodding’s thinking on care in education Page 28
Creating a pedagogy of care in the classroom Page 30
The value of participation Page 30
The value of the affective Page 31
The value of problem posing Page 32
Scenario Page 32
Benefits of applying a caring pedagogy Page 33
Scenario Page 33
Conclusion Page 34
Glossary Page 34
, Chapter 3 : The teacher as educational theorist
The teacher as educational theorist (Maureen Robinson and Lilian Lomofsky) Page 38
Introduction Page 38
Scenario Page 38
Towards an understanding of teaching and learning Page 39
Behaviourism Page 39
The cognitive revolution and child-centered teaching Page 40
Jean Piaget Page 41
Lev Vygotsky Page 42
Howard Gardner Page 43
Perspectives on teaching and learning Page 44
Information processing Page 44
Constructivist perspective on learning Page 45
Scenario Page 45
Classroom discourse and knowledge construction Page 46
Scenario Page 47
Learning theory in South African classrooms Page 47
The roles of the teacher Page 47
Curriculum policy Page 48
Conclusion Page 49
Glossary Page 50
Chapter 4 : The teacher as curriculum interpreter,designer and implementer
The teacher as curriculum interpreter,designer and implementer (Elize Du Plessis) Page 53
Introduction Page 53
What is curriculum ? Page 53
Scenario Page 53
Aspects of the curriculum Page 55
Different curriculum definitions and approaches Page 55
Tyler,Stenhouse,Freire and the curriculum in South Africa Page 60
Scenario Page 61
The South African curriculum Page 61
Official policy documents Page 62
Scenario Page 62
From NPC to CAPS Page 62
Summary of curriculum changes Page 64
The correct documentation Page 66
Towards the implementation of the curriculum Page 66
Teacher learning - what and how ? Page 66
The quality of the curriculum Page 67
Planning a learning programme/curriculum Page 68
Selection and negotiation Page 68
Phase planning Page 69
Conclusion Page 72
Glossary Page 72
, Chapter 5 : The teacher as assessor
The teacher as assessor (Vanessa-Jean Merckel and Martyn van der Merwe) Page 76
Introduction Page 76
Scenario Page 76
The purpose of assessment Page 77
Concepts associated with assessment Page 77
Scenario Page 78
The difference between assessment and evaluation Page 78
Formative and summative assessment Page 79
Assessment of learning versus assessment for learning Page 80
General principals of assessment Page 81
The traditional model Page 82
The criterion-referenced model Page 83
The norm-referenced model Page 83
Challenges to meaningful assessment Page 84
Teaching philosophy and pedagogy Page 84
Alignment Page 84
Deep versus surface approaches to learning Page 84
Time and timing Page 85
Variety and sufficiency Page 85
Fairness Page 85
Assessment practices to deepen learning Page 85
Assessment that promotes meaningful learning Page 85
Assessment that promotes reflection Page 86
Assessment that is authentic Page 87
Assessment in large classes Page 87
Self- and peer assessment Page 87
Scenario Page 89
Group feedback Page 90
Mechanising assessments Page 92
The use of rubrics Page 92
Assessment and diverse abilities and needs of learners Page 93
Conclusion Page 95
Glossary Page 96
Chapter 6 : The teacher as an agent of inclusivity
The teacher as an agent of inclusivity (Helen Dunbar-Krige and Martyn van der Merwe) Page 100
Introduction Page 100
Scenario Page 100
Inclusive education Page 100
Shortcomings of the traditional medical approach Page 102
Introduction to the social rights approach Page 103
White Paper 6 Page 105
An inclusive learning environment Page 106
A transformative approach Page 106
A caring pedagogy Page 106
Awareness of instrinsic and extrinsic factors Page 107
A broader approach to support Page 107
Situation analysis Page 108
Scenario Page 108
Visual barriers Page 109
Physical barriers Page 110
Disruptive behaviour Page 110
Socioeconomic barriers Page 111
Learning difficulties Page 112
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