University of
South Africa
Year 2022
Page 2
Table of Contents
Table of contents Page 1
Question 1 Page 2
Question 2 Page 4
Question 3 Page
... [Show More] 5
Question 4 Page 6
Question 5 Page 8
Bibliography Page 9
Declaration Page 10
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QUESTION 1
1.1
a. My understanding of the Critical Education theory is that it is not just one
theory, but a set of possibilities and views that stimulate ones actions. In the
context of the classroom, these views, with regard to discipline, teaching
methods and theories all have a bearing on how you teach. These actions are
the building blocks to how you practice and in doing so the different
approaches can be applied at your own discretion.
b. Critical Education is the foundation for teaching. Educators are able to use the
different approaches within the classroom to evaluate which approach will
work best for, not only the educator, but the learners too. In doing so the
educator is able to develop their own identity with regards to their teaching
style and in doing so creating a learning environment, which is beneficial to
optimal teaching and learning. It encourages educators to adapt their style of
teaching to the learners as a whole as well as their environment. We are
aware that in South Africa there are numerous socio-economic differences
which need to be considered, when taking urban and rural schools into
consideration. Educators need to adapt their teaching styles to each situation
to guarantee that every learner within the school receives the best quality
education which prepares them for the future. Critical education, therefore,
creates the connection to bridge the gap between economic classes in the
school and within the social environment.
c. The advantages of the critical theory as set out by Gravett et alia (2019:29)
are as follows:
It will enable educators to create knowledge according to the needs of their
environment and particular contexts.
Transforming teachers from implementers of knowledge to co-creators of
knowledge.
It encourages educators to be active in the development of new knowledge
and forming new relationships.
It puts an emphasis on the educator as a caring professional and this leads to
changing practices of inequality.
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It provides an opportunity for different way of thinking and teaching. This
enables optimal teaching where all learners can benefit.
1.2
Gravett et alia (2019:77) reference various aspects of a curriculum. These can be
classified as different types of curriculum and are listed and described as follows:
Official, explicit intended curriculum:
This is known as the prescribed curriculum which sets out the intentions of
the Department of Basic Education. This curriculum forms a blueprint for
teaching.
Enacted curriculum as practice:
This is curriculum is also referred to as a non-official curriculum which is
implemented by an educator, which is taught and learned. However, there
are many barriers which can impede on an educator’s ability to implement
the plan as envisioned. These barriers can include resource constraints,
budgets and misunderstandings.
Covert curriculum:
Covert curriculum is classified as teaching which is inherent on the part of the
educator or school. It comes about where respect for others, order and
obedience, teamwork and cooperation are crucial points. These are
particularly significant in early schooling.
Hidden curriculum:
Hidden curriculum is another form of inherent learning, where the educator
did not intend and are perhaps not even mindful of the learning taking place.
Learning is hidden from the learners, as well as the teachers. We learn in
numerous ways and by spending time in diverse surroundings we learn to see
the world in a particular way.
Assessed curriculum:
This refers to the skills and knowledge that are measured to govern learner
attainment or what objectives or learning outcomes are achieved. Assessment
is a very important part of the curriculum as it is used to evaluate the learners
based on their performance.
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1.3
The social theory of Lev Vygotsky emphasises the social context in which learning
takes place. This theory is established on the grounds that children will obtain new
knowledge and behaviour through their interactions with others. This technique of
teaching encompasses the process of mediation, where learners move from their
own developmental level to their potential level. Learning is done individually to
assess where the learner is developmentally. Collaborative learning is encouraged.
Teaching takes place using the framework of scaffolding, where the educator
creates activities to help learners reach their potential. The emphasis is on how
learners progress to new levels through supervision.
1.4
Howard Gardner’s multiple intelligences are listed as follows:
Logical - mathematical
Verbal - linguistic
Musical - rhythmic
Naturalistic
Spatial
Bodily - kinaesthetic
Intrapersonal - interaction
Interpersonal - introspection
Existential
QUESTION 2
2.1
a. Pedagogical content knowledge.
Pedagogical content knowledge is the amalgamation of teaching and specialisation
in a certain subject. It is the practise of content knowledge and effective pedagogy
coming together in an educators teaching style. Planning and implementing teaching
and learning necessitates proficiency in both these areas.
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b. Transformative teacher.
You are considered a transformative teacher when you are able to cultivate an
inclusive learning setting. Being a transformative teacher you bring about a
transformation of teaching practices. You foster critical citizens and implement
impartiality, redress, non-discrimination, access, fairness and democracy within the
school and classroom setting.
c. Inclusive education.
Inclusive education is a structure that aims to eliminate inequality within the school
and classroom environment by safeguarding that all learners, irrespective of their
background, race and ability are treated impartially and equally.
d. Reflective practice.
This is described as the practice of purposefully reassessing your teaching to expand
your understanding and to measure the efficiency of your work. Its intention is to
help you advance and streamline your thoughts and experiences, as well as support
you in problem solving.
e. Assessment rubric.
Assessment is the practise of gathering information and then evaluating it to reach a
conclusion or assistance to support decision making. It allows the educator to see
where each child is developmentally and signposts whether there is a need for
intervention or the acknowledgment of achievement. [Show Less]