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6.4 Teacher competencies envisaged for initial teacher education programmes
The Minimum Requirements for Teacher Qualifications and Integrated Quality Measurement (MRTEQ) national rating
system for teachers was considered when competencies for student teachers were developed. MRTEQ addresses the
skills, knowledge, theory and practice that every teacher must have after completion of a qualification. It is expected that
every teacher must be competent in disciplinary, pedagogical, practical, fundamental and situational learning. Table 6.4.1,
below, details the Competencies/Standards expected of an Initial Teacher Education graduate:
Table 6.4.1 Initial teacher competencies/standards
Beginner Teacher Competencies Rubric
This document makes use of the basic competences of a beginner teacher as reflected in MRTEQ – Appendix C, as
well as wording and concepts from the Integrated Quality Management System (IQMS) For School-Based Educators. It
also considers the types of learning for teaching as set out in MRTEQ.
Rating Scale
▪Rating 1: Unacceptable. This level of performance does not meet minimum expectations and requires urgent interventions
and support.
▪Rating 2: Satisfies minimum expectations. This level of performance is acceptable and is in line with minimum expectations,
but development and support are still required.
▪Rating 3: Good. Performance is good and meets expectations, but some areas are still in need of development and
support.
▪Rating 4: Outstanding. Performance is outstanding and exceeds expectations. Although performance is excellent,
continuous self-development and improvement are advised.
Student Teacher Unacceptable Satisfies minimum Good Outstanding
Competency expectations
Rating 1 Rating 2 Rating 3 Rating 4
1. Newly qualified teachers must have sound subject knowledge.
(Disciplinary learning)
Acquire and maintain Academic knowledge Demonstrates Demonstrates Demonstrates
sound subject about the subject(s) academic knowledge academic subject academic subject
knowledge. and phase(s) is. of the subject at knowledge of the knowledge at an
inaccurate or limited. expected level when subject at a higher advanced level when
Unable to fully respond teaching. level than teaching.
to lesson Knowledge is expected when Uses knowledge to
requirements. adequate but not teaching. diagnose learner
comprehensive. Knowledge is strengths and
Demonstrates only comprehensive weaknesses in order to
what is required for the (has a broader develop teaching
lesson. understanding of strategies.
the subject than
only textbook
content). Holistic
subject knowledge
is evident.
2. Know how to teach their subject: select, determine the sequence and pace of content in accordance with both
subject and learner needs
(Pedagogical learning)
Select content for Inadequate selection Adequate selection of Good selection of Good selection of
subject and learner or incorrect selection content. Selection is content. Selection content. Content lead
needs. of content. relevant to teaching meets teaching and to meaningful and
Selection does not and learning needs. learning needs. relevant learning
meet teaching or Content leads to experiences where
learning needs. meaningful and interrelatedness of
relevant learning concepts is clear.
experiences.
Sequencing and Sequencing and Sequencing and Sequencing and pacing Sequencing and
pacing of content pacing of content pacing of content of content within and pacing of content
within and across within and across across lessons is good. within and across
lessons does not allow lessons is adequate Clear trajectory of lessons is excellent.
learners to build but may not contribute content and pacing that Learners are able to
conceptual to solid understanding is in accordance with build a solid
understanding of the of concepts. learners’ needs. understanding of
subject. Setting out of Sequencing or pacing subject concepts
content needs a may need to be through well-supported
clearer trajectory. No revised. Learners may content sequencing
support of content need a different pace. and pacing.
understanding is Learners may need
evident. more content support.
3. Know who their learners are and how they learn
(Pedagogical learning)
Acquire and maintain Aware that learners Demonstrates an Demonstrates a range Demonstrates and
knowledge about have different abilities activity that is of activities that are uses activities that are
learners and learning at various levels but appropriate for the appropriate for the appropriate for the
needs support in abilities of learners. level of learning abilities of learners.
catering for these required and cater to a
learners variety of learning
styles.
Aware that learners Uses an activity that is Uses activities that Develops and uses a
have learning associated with a cater to a variety of range of activities that
preferences but needs learning preference. learning styles. cater for different
support in catering for learning styles.
these learners.
Aware that learners Identifies some Facilitates and caters Identifies a range of
experience barriers to barriers to learning regularly learning barriers and
learning but needs among learners in a acknowledges and can use a range of
support in catering for class and use an respects individuality strategies and
these learners. activity that caters for and diversity. Caters alternative learning
these learners. for barriers to learning. activities to overcome
such barriers.
Uses inclusive
strategies and
promotes respect for
individuality and
diversity.
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