Knowing, Acting & Being 711: Being (Section C)
Jayson-Lee Jansen [22733310] Lecturer: Prof A Brown
Introduction
Teaching itself lends itself to much complexity. Through the engagement of the educator as a being
within the context that they find themselves in, it plays a vast role in their professional identity
formation. Educators, within the context of Southern Africa, are expected to go above and beyond
being mere facilitators of knowledge by taking their learners into account. The purpose of this
essay is to unpack and provide a critical analysis of the educator as being. In addition, it provides
a brief overview of the notion of responsive classroom approaches and what this role elucidates in
relation to educators. Furthermore, it unpacks the roles of the educator as espoused in the SACE
Professional Teaching Standards and other key readings that position teachers within the current
dispensation.
Towards responsive teaching
The diversity of the classroom is ever-changing within the current context. What educators believe,
know, and do has a powerful impact on the learners’ learning. This responsive approach to learning
addresses the “belief-knowledge-action” triangle (Responsive Classroom, n.d.). Moreover, a
responsive classroom approach purports to do the following:
It shifts teachers’ beliefs about children and learning, equips them with new knowledge and skills, and
encourages them to transform their teaching by putting their new beliefs and knowledge into action.
[I]nstruction is designed with an understanding of the natural learning cycle, which begins with a sense of
purpose or goal for learning and leads to the deepest, most meaningful learning (Responsive Classroom, n.d.).
When teacher professional identity is related to the classroom within the South African context, it
is clear that the role of the educator is much more than just the facilitator of knowledge. That is
the being that co-creates knowledge in the educational endeavour. But it is only through their
understanding of who their learners are that they become responsive practitioners. The reality of
diverse learner needs beyond cognitive development has indeed confronted and shaped the role of
classroom practitioners. Teachers are no longer viewed as mere purveyors of knowledge but as
facilitators of learning experiences that consider the unique needs, backgrounds, and experiences
of each learner. One way in which this reality has shaped teaching practice is through the adoption
of a responsive classroom approach. This approach emphasizes the creation of a safe and inclusive
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, Knowing, Acting & Being 711: Being (Section C)
Jayson-Lee Jansen [22733310] Lecturer: Prof A Brown
learning environment that fosters positive relationships and supports the social-emotional
development of learners. Responsive classroom practitioners seek to build a sense of community
in their classrooms and promote respect, empathy, and kindness among learners. The previous
extract showcases and supports the view that the role and practice of knowledge are more than
mere purveyors of knowledge.
Anti-Oppressive Education: Teaching beyond ‘chalk and talk’
The South African Council for Educators (SACE) Professional Teaching Standards have been
developed to present a set of standards that “seek to promote professional teaching practice and
embed a strong professional teaching culture in South Africa” (SACE, 2016:4). This emphasizes
the importance of creating an environment that is inclusive and caters to the diverse learning needs
of learners. These standards highlight the need for teachers to develop a range of teaching strategies
that are responsive to individual learners' needs, including those related to cultural and linguistic
diversity, physical and cognitive abilities, and socio-economic status. Furthermore, it postulates
the following key attributes regarding teaching (SACE, 2016:5):
Teaching is complex work in which educators have to draw on different knowledge and skills to decide how
best to create suitable learning opportunities for their learners, often in very challenging contexts. Teachers
are expected to make wise decisions in situations that are often unpredictable and to always be guided by a
moral commitment to act in the best educational interests of their learners.
The ten standards espoused in the teaching standards are as follows: 1) it is based on an ethical
commitment to the learning and wellbeing of all learners, 2) collaborate with others to support
teaching, learning and their professional development, 3) supports social justice and the redress of
inequalities with their educational institutions and society more broadly, 4) requires that well-
managed and safe learning-environments are created and maintained within reason, 5) is a
fundamentally connected to teachers’ understanding of subjects they teach, 6) make thoughtful
choices about their teaching and lead to learning goals for all learners, 7) understand that language
plays an important role in teaching and learning, 8) are able to plan coherent sequences of learning
experiences, 9) understand how their teaching methodologies are effectively applied and 10)
involves monitoring and assessing learning (SACE, 2016:8-11). These standards are essential and
interconnected notions of professional practice as educators. Furthermore, this reaffirms that
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