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TPS2601 Portfolio 50 2022 Answers

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  • September 14, 2022
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TPS2601/103/0/2022




TPS2601: Teaching practice for Senior Phase

(Grades 7–9) /FET (Grades 10–12)

Assignment 50.

PORTFOLIO TEMPLATE

Year module
Department of Curriculum and instructional studies




1

, 1. TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE TEACHING
PRACTICE ACTIVITIES



Description of your personal background:

Your own background and teaching philosophy will influence the observation of classroom
management aspects and your interpretation thereof. Complete the following information to gain
insight and awareness of the aspects that contribute to your teaching philosophy.

Are you currently employed? YES/NO

Are you teaching at present? YES/NO

If so, for how long and which grade? [For a year teaching grade 8’s.]

Or is this your first teaching experience? [No, l do have experience in teaching for quit a while
now]

Description of your qualifications (where and when did you acquire them?).

 Teaching grade 9 learners for the past 2 years at Bristol College as a full time teacher.



How do you manage your studies? (Whether you are employed full-time or not).

 I often use the school library to regularly study at all times.


1.1 Introduction
The following definitions are important when doing observation to contribute to your theoretical
knowledge of learning and teaching in South Africa. These definitions are constructed around
interpretation of specific aspects related to Africanisation. Make use of these definitions together
with your theoretical knowledge of current research, gained in each module. When observing,
reporting and reflecting on the portfolio activities, these concepts and principles will enable you to
reflect critically on learning and teaching in the unique context in which you are teaching.

1.2 An African philosophy of education

To improve education in South Africa, teachers need to be aware of the contextual factors that
affect life and education. The lived realities as experienced by our society or communities provide
a background to understand challenges from their unique contexts. An African philosophy of
education based on these realities, that articulates the lived reality is needed. This philosophy


2

, TPS2601/103

could become a useful tool that provides a perspective to define and address problems. This
approach can improve education and life on different levels. (Higgs, 2003)

The reality experienced by a diverse African community suggests a spirit of communality as
expressed in an indigenous African knowledge system. General unifying themes describe
concepts in African philosophy that are related to education. To complete this portfolio, it is
important that you understand these concepts.

Read the information in the following table. The concept is explained first and the principles
underlying or supporting the concept follows. To ensure that you understand the information,
explain it in your own words in one sentence in the space provided.

To complete this portfolio, it is important that you understand the concepts described below.

General themes or concepts that are important for educators in South Africa

1.2.1 Decolonisation (Education)

An active process to change the western-dominated philosophy and approach to education
to a balanced approach where indigenous knowledge and pedagogies are acknowledged
and genuinely incorporated into the formal educational system. Multiple perspectives are
included to make education relevant and practical to address needs and challenges within
specific contexts. (Owuor:2007)

Principles: Mkabela–An African approach to education




3

,Own understanding of concept and examples of implementation and teaching practice.

African communalism:

Community and belonging to a community are an important aspect of African life. An individual is
conceptualised in terms of her/his connectedness in a community. Letseka (2000).

Principles: Individuals are interdependent. Human relationships are important. Content and
knowledge must be useful for practice.
Own understanding of concept and examples of implementation and teaching practice

Ubuntu (Humanness)

A philosophy that promotes the common good of society. It focuses on ethical standards that a
person acquires throughout his/her life and therefore education plays a very important role in
transferring the African philosophy of life. The values of caring, sharing and dignity are
important. Letseka (2000) Principles: Understanding the uniqueness of all persons. Recognising
the humanity of others to affirm your own humanity. Welfare of others is important. Fairness and
humanness are crucial to personal well-being.

In a fulfilled and flourishing life person are reasonably well fed, well clothed and housed, in good
health, loved, secure, and able to make a conscious effort to treat others with fairness and
humanness. Fairness and communality; individuals are interdependent. Human relationships
are important.

Therefore, respect, interpersonal skills and cooperative skills are important. Own understanding

of concept and examples of implementation. What does this mean in your practice as a teacher?

Africanisation:

Using an African point of departure to change or incorporate the African outlook and character in
all aspects of an education grounded in a South African context

Principles: Our schools are situated in the South African context. Principles that guide African
ways of thinking, which might be invaluable in making education more accessible to South
African learners: Examples: Respect different ways of learning, (Letseka); use different
processes and methods of assessment(Beets & Le Grange).Use examples from South Africa
and other countries.

Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?

4

, TPS2601/103

Indigenous Knowledge (IKS)

A complex set of activities, values, beliefs and practices that evolved over time and is still
actively practiced. IKS is developed and sustained through traditional education. It provides skills,
trade and training and socialisation avenues. It is a process of knowledge transmission that
occurs within the context of family, community and cultural age groups. A lifelong learning
process involving progression through age groupings, seniority and wisdom of others

Principles: Knowledge and wisdom advance with the age and life experiences of individuals.
Knowledge is acquired through interaction with daily experiences and reflects the community’s
value systems. The purpose of IKS is to place knowledge within the context of the user. It is
handed down from one generation to another. It involves the expertise of multiple teachers.
Mazrui refers topillars of wisdom in integrating indigenous knowledge – tolerance, social justice,
etc. Lave & Wenger – situated learning, Ubuntu values such as respect, ways of learning –
Letseka.

Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?




1.2.2 Discuss the following concepts: Decolonisation, African communalism, Africanisation,
and Indigenous Knowledge (IKS). Explain how an African Philosophy influences your
teaching context and provide examples (20).

 Decolonization the action or process of a state withdrawing from a former colony, leaving
it independent:To talk about decolonization, people need an understanding of what we are
decolonizing from. Colonization is when a dominant group or system takes over and
exploits and extracts from the land and its native peoples.African philosophy of education
incorporates the ideals of African communalism, which refers to the tendencies among
Africans to attach strong allegiance to their communities characterised by collective
cooperation and ownership of resources by members of a community (Heinz, 2006).
Nyerere’s Ujamaa philosophy espouses communalism. As explained by Misia & Kariuki
(2011), Nyerere notes four limitations that are evident in Tanzania’s education and are
common to many of African countries today. First, education inherited from the
colonialists is elitist in nature such that it is designed to meet the interests and needs of
a very small proportion of citizens and thus fails to produce an egalitarian society. Second,
the education has a tendency of uprooting its recipients from their native societies thus
creating no link between them and the society. Third, education tends to emphasise on
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