Education Studies 2: Theories of Learning and Teaching (B-EDS 122)

BACHELOR OF EDUCATION IN FOUNDATION PHASE TEACHING AND BACHELOR OF EDUCATION IN INTERMEDIATE PHASE TEACHING

MODULE INTRODUCTION

  • Module Name: Education Studies 2: Theories of Learning and Teaching (B-EDS 122)
  • This module is part of:
    • Bachelor of Education in Foundation Phase Teaching
    • Bachelor of Education in Intermediate Phase Teaching
  • Level: 6
  • Credits: 12

PROGRAMME DETAILS

  • Programme Coordinator: Prof Ina Joubert
  • Discipline Coordinator: Mrs Judite Ferreira-Prévost
  • Modules Coordinator: Prof Wayne Hugo
  • Authors:
    • Associate Prof Joanne Hardman (University of Cape Town)
    • Dr Ronel Blom (Regent Business School)
  • Reviewers:
    • Dr Hannelie Du Preez (University of Pretoria)
    • Dr Ronel Blom (Regent Business School)

WELCOME MESSAGE

  • Welcome to module B-EDS 122.
  • Purpose: To develop teachers with focused knowledge, skills, and principles for teaching in Foundation and Intermediate phases aligned with the Revised Policy on the Minimum Requirements for Teacher Education Qualifications.
  • Workplace Integrated Learning (WIL): You will gain experience by teaching in an authentic context.
  • Alignment with Policy: This programme adheres to the Department of Higher Education and Training's revised policy standards for teacher qualifications.

PROGRAMME OUTCOMES

Expected Competencies

At the end of the four-year programme, graduates must demonstrate competencies in various areas, categorized for Foundation and Intermediate Phase teaching:

BEd (Foundation Phase Teaching)
  • Language proficiency to support academic learning
  • Interpret and utilize elementary statistical knowledge
  • Use ICT and digital pedagogies effectively
  • Understand theoretical and pedagogical fields influencing education
  • Function responsibly in educational contexts
  • Respect and commitment to the education profession
  • Understanding pedagogical content knowledge for various learning areas
  • Competence in selecting and employing teaching strategies
  • Manage learning environments promoting social justice
  • Monitor and assess learner progress
BEd (Intermediate Phase Teaching)
  • Similar competencies as above, with a focus on specific subject areas and pedagogical practices relevant to the Intermediate Phase.

PROGRAMME STRUCTURE

Degree Credits and Modules
  • Total Credits Required: 498
  • Overview of credits and modules across four years including:
    • Year 1: 120 - 130 credits
    • Year 2: 128 - 146 credits
    • Year 3: 122 - 125 credits
    • Year 4: 128 credits
Year 1 Module Breakdown
  • Modules Include:
    • Academic Literacy (B-ALI 110): 10 credits
    • Critical Literacies for Teachers (B-CLT 120): 10 credits
    • Education Studies 2 (B-EDS 122): 12 credits
    • And more, covering fundamental math, computer literacy, language studies, and practical teaching experiences.

MODULE PURPOSE

  • Provide knowledge of learning and teaching theories supported by developmental theories to inform pedagogical practices.

LEARNING OUTCOMES

At the End of the Module, Students Should Be Able to:
  • Understand developmental theories related to teaching and learning.
  • Analyze implications for teaching practices based on learning theories.
  • Create developmentally appropriate learning environments.
  • Engage critically with, and reflect on, their evolving teaching practice.

CONTENT OVERVIEW

1. DEVELOPMENTAL THEORIES
  • Nature/Nurture Debate: Understanding the influences of genetics (nature) and environment (nurture) on development.
  • Bronfenbrenner’s Ecological Systems Theory:
    • Five Environmental Systems: Microsystem, mesosystem, exosystem, macrosystem, and chronosystem.
    • Implications for pedagogy covering teacher and learner roles, learning environments, and assessment strategies.
  • Biological Perspectives: Discusses the genetic components that underlie learning and teaching theories.
2. LEARNING THEORIES
  • Behaviorism:
    • Key Theorists: Pavlov, Watson, Thorndike, Skinner.
    • Core Concepts: Conditioned responses, reinforcement, behavior modification in educational settings.
  • Constructivism:
    • Key Theorists: Dewey, Montessori, Bruner, Piaget, Vygotsky.
    • Emphasis on active learning processes, scaffolded learning, and social interactions as key components in constructing knowledge.

PEDAGOGICAL IMPLICATIONS

  • The Vygotskian approach emphasizes guided discovery through mediation and recognizing learners’ ZPD.
  • Teacher's role is to facilitate learning experiences and mediate knowledge acquisition.
  • Understanding the dynamics of learner engagement, assessment, and social contextual factors.

COGNITIVE LOAD THEORY

  • Key Concepts:
    • Short-term vs. Long-term memory, working memory limitations, strategies for facilitating memory retention.
  • Assessment Techniques: Formulating teaching methods that reduce cognitive load, utilizing goal-free effects, worked examples, and completion problems.

ASSESSMENT OF THE MODULE

  • Continuous (formative) assessment through assignments, examinations (summative) and self-assessments.
  • Assessment methodologies require engaging with the content, seeking to apply learned theories and concepts practically.

PLAGIARISM POLICY

  • Emphasizes academic integrity, with guidelines on proper citation, referencing, and originality in student work.

CONCLUSION

  • Reflect on integrating educational theories into teaching practices, creating conducive learning environments, and enhancing the overall educational experience for learners. The module emphasizes lifelong learning and the importance of adapting teaching methods to meet the diverse needs of learners effectively.