Table of Contents
PGCE Foundation Phase Teaching
Programme Information
PGCE Foundation Phase Teaching, Please note: no applications are considered for the Foundation Phase- and Intermediate Phase Teaching in PGCE. The Department of Higher Education and Training (DHET) has put a policy in place to specify a set of Minimum Requirements for Teacher Education Qualifications (MRTEQ) (Government Gazette no. 38487, 19 February 2015). The requirements for entry to the PGCE (Foundation Phase- and Intermediate Phase Teaching) have become so stringent that student numbers have declined to the extent that these specializations are not currently offered and will therefore not be available from 2017 until further notice.
The PGCE consists of a university-based learning (UBL) component and a school-based learning (SBL) component. The UBL component is presented in the format of learning shops during which students construct a practice theory of and for education. For the purpose of the SBL component, students are placed in two partnerships schools with different compositions for 8 weeks each (a total of 16 weeks), during which they engage in education practice while they are supported and assessed by qualified mentor teachers and university lecturers.
The choices in compiling the package have to be approved by the package coordinator before registration.
The PGCE consists of a university-based learning (UBL) component and a school-based learning (SBL) component. The UBL component is presented in the format of learning shops during which students construct a practice theory of and for education. For the purpose of the SBL component, students are placed in two partnerships schools with different compositions for 8 weeks each (a total of 16 weeks), during which they engage in education practice while they are supported and assessed by qualified mentor teachers and university lecturers.
The choices in compiling the package have to be approved by the package coordinator before registration.
Admission Requirements
A bachelor’s degree or appropriate DHET approved diploma and the successful completion of a SAQA accredited language course or first-year module for home language or beginner speakers of an Indigenous African language. Successful completion of computer, academic and information management or equivalent modules in a first degree or the equivalent of a SAQA accredited computer literacy course.
The MRTEQ policy (Gazette 34467) stipulates that the minimum admission requirement into a PGCE is an appropriate diploma or bachelor’s degree. An appropriate diploma or degree should include sufficient disciplinary learning in appropriate academic fields to enable the development of teaching specialisation or/and subjects as specified for each school phase. The MRTEQ policy also clearly defines minimum entrance requirement guidelines in terms of sufficient subject knowledge per qualifier, some specialisations and DHET approved diplomas (the DHET will publish a list of approved diplomas for entry into an Advanced Diploma in Teaching). Furthermore, a student’s choice in elective modules depends on the phase that a student qualifies for. In this regard the MRTEQ policy describes various factors that influence the range of teaching specialisations. These include:
The MRTEQ policy (Gazette 34467) stipulates that the minimum admission requirement into a PGCE is an appropriate diploma or bachelor’s degree. An appropriate diploma or degree should include sufficient disciplinary learning in appropriate academic fields to enable the development of teaching specialisation or/and subjects as specified for each school phase. The MRTEQ policy also clearly defines minimum entrance requirement guidelines in terms of sufficient subject knowledge per qualifier, some specialisations and DHET approved diplomas (the DHET will publish a list of approved diplomas for entry into an Advanced Diploma in Teaching). Furthermore, a student’s choice in elective modules depends on the phase that a student qualifies for. In this regard the MRTEQ policy describes various factors that influence the range of teaching specialisations. These include:
- Specialised pedagogical content addressing the particular qualifier;
- Specialist requirements for the knowledge mix per qualifier;
- Minimum admission requirements;
- Approved teaching specialisations for Initial Teacher Education Qualifications;
- Approved basic competences of a beginner teacher.
- English passed at First year level.
- Psychology and/or Education passed at second-year degree level.
- Any ONE official language passed at first-year degree level besides English.
- Preference will be given to candidates who passed with above average academic performance in their prior degree.
CONTACT US
General Enquiries: +27 (0)12 420 4670 or Vida Moses, +27 (0)12 420 4216 vida.moses@up.ac.za
Undergraduate: Thandi Mngomezulu +27 (0)12 420 5615 thandi.mngomezulu@up.ac.za or Hannie de Weerd +27 (0)12 420 5644 hannie.deweerd@up.ac.za
Postgraduate: Bronwynne Swarts +27 (0)12420 5679 bronwynne.swarts@up.ac.za or Pulane Tau +27 (0)12 420 2725 pulane.tau@up.ac.za,
Distance Education: Rita Venter +27 (0)12420 5589 rita.venter@up.ac.za or Lorinda Theart +27 (0)12 420 4426 lorinda.theart@up.ac.za