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OPV 112 - Theme 3 Slides

OPV NOTES

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42 views20 pages

OPV 112 - Theme 3 Slides

OPV NOTES

Uploaded by

nomonde043
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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OPV 112

Theme 3
2

Objectives for Theme 3


After completing Theme 3, students should be able
to:

 Define the term professional


 Name and discuss the seven (7) roles of teachers according to
the (HEQF)
 List and define 21st century skills
3

Definition of a Professional
“In the most basic sense, professionals are people who earn their living in a
profession. More broadly, a professional has specialised skills and
knowledge that required independent learning and effort on their part to
attain
(Hill, & Mulvey, 2012, p. 1080).

“…the word professional has mostly been used for people educated in a
specific kind of organised and institutionalised knowledge, both in a
theoretical and a scientific sense.”
(Simons, & Ruijters, 2014, p. 958)
Professional
teaching
identity

4
7 Roles of Teachers
5

(HEQF)
1. Specialist in a phase, subject discipline or
practice
2. Learning Mediator
3. Interpreter and designer of learning
programmes and materials
4. Leader, administrator and manager
5. Scholar, researcher and lifelong learner
6. Assessor
7. Community, citizenship and pastoral role
Specialist in a phase, subject discipline or
6

practice
The educator will:

 Be grounded in the knowledge, skills and values, principles, methods


and procedures relevant to the phase, subject, discipline or practice.

 Be informed about different approaches to teaching and learning


(where appropriate, research and management), and how these may be
used in ways which are appropriate to the learners and the context.

 Have a well developed understanding of the knowledge appropriate to


the specialisation
Learning Mediator
7

The educator will:

 Mediate learning in a manner which is sensitive to the diverse needs of


learners, including those with barriers to learning; construct learning
environments that are appropriately contextualised and inspirational;
and communicate effectively, showing recognition of the respect for
the differences of others.

 Demonstrate sound knowledge of subject content and various


principles, strategies and resources appropriate to teaching in a South
African context.
Interpreter and Designer of Learning
8

Programmes and Materials


The educator will:

 Understand and interpret provided learning programmes, design


original learning programmes, identify the requirements for a specific
context of learning and select and prepare suitable textual and visual
resources for learning.

 Select, sequence and pace the learning in a manner sensitive to the


differing needs of the subject and learners.
Leader, Administrator and Manager
9

The educator will:

 Make decisions appropriate to the level, manage learning in the


classroom, carry out classroom administrative duties efficiently and
participate in school decision making structures.

 Perform competencies in ways which are democratic, which support


learners and colleagues, and which demonstrate responsiveness to
changing circumstances and needs.
Scholar, Researcher and Lifelong Learner
10

The educator will:

 Achieve ongoing personal, academic, occupational and professional


growth through pursuing reflective study and research in their field, in
broader professional and educational matters, and in other related
fields.
Assessor
11

The educator will:

 Understand that assessment is an essential feature of the teaching and


learning process and know how to integrate it into this process.
 Understand the purposes, methods and effects of assessment and be
able to provide helpful feedback to learners.
 Design, manage both formative and summative assessment in ways
that are appropriate to the level and purpose of learning and meet the
requirements of accrediting bodies.
 Keep detailed and diagnostic records of assessment.
 Understand how to interpret and use assessment results to feed into
processes for the improvement of learning programmes.
12

Community, Citizenship and Pastoral Role


The educator will:

 Practice and promote a critical, committed and ethical attitude towards


developing a sense of respect and responsibility towards others.
 Uphold the Constitution and promote democratic values and practices in
schools and society.
 Demonstrate an ability to develop a supportive and empowering
environment for the learner and respond to the educational and other
needs of learners and fellow educators.
 Develop supportive relations with parents and other key persons and
organisations based on a critical understanding of community and
environmental development issues (E.g.: HIV/ AIDS education.)
13

21st Century Skills


Critical thinking skills:
 “…an ability to raise new questions, to develop various arguments, to
make the independent thought-over decision” (Akramova, 2017, p. 2).

Creativity:
 “Creativity is an act arising out of a perception of the environment
that acknowledges a ce rtain disequilibrium, resulting in productive
activity that challenges patterned thought processes and norms, and
gives rise to something new in the form of a physical object or even a
mental or an emotional construct” (Walia, 2019, p. 6).
14

21st Century Skills


Collaboration:
 “…a process whereby two or more social entities actively and
reciprocally engage in joint activities aimed at achieving at least one
shared goal” (Bedwell, et.al., 2012, p. 130).

Communication:
 To articulate thoughts and ideas effectively using oral, written and
nonverbal communication skills in a variety of forms and contexts.
 To listen effectively to decipher meaning, including knowledge values,
attitudes and intentions.
15

21st Century Skills


Information/Visual literacy
 The ability to interpret, make meaning from information presented in
the form of an image. The ability to evaluate, apply or create
conceptual visual representations.

Media literacy:
 The ability to critically analyse the messages that inform, entertain and
sell to us everyday.
 The ability to bring critical thinking skills to bear on all forms of medias
asking pertinent questions about what is there and noticing what is not
there.
 The ability to question what lies behind media production
16

21st Century Skills


Technology literacy:

Flexibility:
 Ability to adapt to varied roles, job responsibilities, schedules and
contexts.
 To work effectively in a climate of ambiguity and changing priorities.
 To incorporate feedback effectively.
 To deal positively with praise, setbacks and criticism.
 Understanding, negotiating and balancing diverse views and beliefs to
reach workable solutions particularly in multi-cultural environments.
17

21st Century Skills


Leadership
 To guide and lead others.
 To be responsible to others.

Initiative:
 To manage goals and time.
 To work independently.
 To be self directed learners.

Productivity
 To manage projects.
 To produce results.
18

21st Century Skills


Social skills:
 To work effectively with others.
 To work effectively with diverse teams.
19

References
Akramova, G. R. (2017). Modern Approaches to Development Critical
Thinking of Students. EasternEuropeanScientificJournal, (5).

Bedwell, W. L., Wildman, J. L., DiazGranados, D., Salazar, M., Kramer, W.


S., & Salas, E. (2012). Collaboration at work: An integrative multilevel
conceptualization. Human resource management review, 22(2), 128-
145.

Hill, J. D., & Mulvey, G. J. (2012). The ethics of defining a professional: Who
is a meteorologist?. Bulletin of the AmericanMeteorologicalSociety, 93 (7),
1080-1082.
20

References
Rodrigues, F., &Mogarro, M. J. (2019). Student teachers’ professional
identity: a review of research contributions. Educational Research Review
, 28 .
https:/ / doi.org/ 10.1016/ j.edurev.2019.100286

Simons, P., & Ruijters, M. C. (2014). The real professional is a learning


professional. In International handbook of research in professional and
practice-basedlearning(pp. 955-985). Springer, Dordrecht.

Walia, C. (2019). A dynamic definition of creativity. Creativity Research


Journal, 31 (3), 237-247.

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