Anesthesiology

The work of Basil Bernstein arguably tells us more about curriculum than any other writer. He provides a well-developed set of concepts and criteria for understanding curriculum (and for doing research), and his work has been particularly influential in developing countries.  Professor Ken Harley prepared this outline to support teacher educators to build a module on Curriculum from Open Educational Resources.

The HCE provides a first stepping-stone towards becoming a qualified teacher. For those who are interested, it provides a Learning Pathway into the Diploma or Degree programmes that meet the Minimum Requirements for Teacher Education Qualifications (RSA 2011). It provides an NQF Level 5 qualification for the many teaching assistants in Deaf schools and strengthens their competence and confidence to work with learners and enable them to achieve success.

This optional reading on the sociology of school timetables includes a small research activity.

This set of excerpts from a research article compares the ways in which two different preschools (or early learning centres) construct order through different arrangements of time and space.

This brief paper is about three kinds of knowledge that are important in TVET:

• H ‘Knowing-how’, or procedural knowledge.
• I ‘Knowing-it’, or recognition (also called knowledge by acquaintance).
• T ‘Knowing-that’, or propositional knowledge (also called declarative knowledge).

A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This Reading consists of two extracts from a document "Guidelines for Inclusive Education Learning Programmes" produced by the Department of Education in June 2005.

The impact of intrapersonal characteristics on school performance and learner development - A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. The reading is useful because it summarizes the various theoretical perspectives for understanding inclusive education, and because it uses case studies of typical learners to illustrate how teaching and learning activities need to be adapted to ensure that all children, no matter what their background or intrapersonal characteristics do learn mathematics.

The impact of intrapersonal characteristics on school performance and learner development - A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This reading is useful because it summaraizes the various theoretical perspectives for understanding inclusive education, and because it uses case studies of typical learners to illustrate how teaching and learning activities need to be adapted to ensure that all children, no matter what their background or intrapersonal characteristics do learn mathematics.

This unit explores the implications of the fundamental assumption in this module - that ALL children can learn mathematics, whatever their background or language or sex, and regardless of learning disabilities they may have. It gives practical guidance on how teachers can adapt their lessons according to the specific needs of their learners.

This accredited journal publishes contributions from any field of education. While the emphasis is on empirical research, theoretical or methodological papers, review articles, short communications, book reviews and letters containing fair commentary on previously published articles will also be considered. Priority is given to articles that are relevant to Africa or that address cross-cultural topics, and to contributions addressing educational issues of social change and development.

This is the second recommended reading for Saide's Education Studies module "Being a Teacher"

This is the third reading for Saide's Education Studies module "Being a Teacher". The history of teaching in South Africa has been one in which the most significant single factor has been the enormous differences in the experiences of teachers – dependent primarily on whether they were identified as ‘black’, ‘coloured’, ‘Asiatic’, or ‘white’; male or female; rural-, township-, or suburban-based, and so on.In this article, Heather Jacklin analyses how such factors have affected – and still affect – the identities and experiences of teachers in South Africa.

This is the fourth reading for Saide's Education Studies module "Being a Teacher".
Fataar and Patterson’s study looks at how teachers in such schools experience teaching, how they see themselves, and how this influences their practice.

The following two excerpts present the views of the leaders of two major
teachers’ organizations as they expressed them in 1994. They are extracts
from brief articles commissioned for a publication that attempted to
describe and discuss the education scene in the first year of South Africa’s
new democracy.

This reading from "Being a Teacher" focuses on protecting teachers' own interests, but that it should not be at the expense of their obligations to their pupils.

In this brief excerpt, Fullan and Hargreaves identify what they think
characterizes professionalism in teaching. They argue that it is not so
much the possession of a certain level of qualifications or status, nor the
possession of a set of technical teaching skills. Rather, it is the full
acceptance of the moral responsibility that is attached to the role of
teachers today, and the ability to make minute-by-minute professional
judgements in complex and uncertain situations.