TPRF 1502

Teaching Practice 1
FOUNDATION PHASE
NQF Level: 5

Credits: 8

Lecturers:
Ms. M. Olivier
(Bloemfontein campus)
Mr. A. Koloti
(QwaQwa campus)

2024
 FACULTY OF EDUCATION
MODULE OUTLINE
Type of Module
(Fundamental/
Core/Elective)
Module Title
TEACHING PRACTICE 1
Compulsory (core)

MODULE CODE NQF MODULE LEADER:

CREDIT VALUE
LEVEL Ms. M. Olivier

TPRF 1502 5 8
Lecturer: Ms. M. Olivier
(South Campus in Bloemfontein)

Lecturer: Mr. Koloti

(QwaQwa Campus)

PROGRAMME DATE OF
YEAR
AND COMPILATION/ PEER EVALUATOR:
LEVEL
SPECIALISATION REVISION

[Link]. February 2024 Mr. Koloti

Foundation Phase 1

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 TABLE OF CONTENTS
TEACHING PRACTICE 1
1. ORIENTATION ................................................................................................................... 3
2. EXIT-LEVEL OUTCOME OF THE [Link]. PROGRAMME ................................................... 4
3. MODULE OUTCOME AND AIM .......................................................................................... 5
4. WORK SCHEDULE AND ASSESSMENT GUIDELINES .................................................... 6
5. SPECIFIC COURSE REQUIREMENTS ............................................................................. 7
6. GROUP REQUIREMENTS: ............................................................................................... 8
7. SOURCES AND READING MATERIAL .............................................................................. 9
8. SAQA LEVEL DESCRIPTORS FOR LEVEL 5 ................................................................... 9
9. PLAGIARISM POLICY OF THE UNIVERSITY OF THE FREE STATE ............................. 11
10. ACTION WORDS ............................................................................................................. 13
11. PROPOSED WORK SCHEDULE ..................................................................................... 13
12. THEME 1: KNOWING YOURSELF .................................................................................. 16
13. THEME 2: TEACHER PROFESSIONALISM AND IDENTITY ........................................... 16
14. THEME 3: CHANGE THEORY – THE TEACHER AS REFLECTIVE AND
CHANGE AGENT ..................................................................................................................... 16
15. THEME 4: THE TEACHER AND TEACHER PERSONALITY ........................................... 17
16. RUBRICS ......................................................................................................................... 17
16.1 KNOW YOURSELF ................................................... Error! Bookmark not defined.

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 TEACHING PRACTICE 1

1. ORIENTATION
Welcome to the module of Teaching Practice 1 (TPRF 1502) for 2024!
It is important to know that one cannot use a “one size fits all” approach to teaching
and learning in South Africa. All situations and children are different, complex, and
diverse. Therefore, you, as a 21st-century teacher in the making, should rise to the
challenge of knowing how to teach for diversity and uncertainty. Working through this
module, you need to establish why you want to become a teacher. You need to write
and reflect on your personal teaching philosophy and learn how to analyse different
situations critically.

The purpose of this module is for you to demonstrate an awareness and

understanding of your own teaching practice by means of critical thinking and
reflection. In this module, you will become knowledgeable through awareness,
observation, study, and reflection of yourself and different teaching practice
examples. The Teacher Education Programme is aimed at preparing critical,
reflective Foundation Phase teachers who will be able to deal with the complexities
of practical teaching in action. May this module be a worthwhile journey!

All lectures will be face-to-face in the venue as indicated on the UFS official timetable.
The lectures will be complemented with readings. The Module Guide and the Reader
will be available on Blackboard.
Blackboard will be this module’s communication channel and is specifically organized
according to the campus-specific TPRF 1502 module program. VERY IMPORTANT:
Make sure to log in to Blackboard regularly.

All email communication will go to your Ufs4life account. If you use a personal
account, ensure your ufs4live emails are forwarded to your account. Blackboard will
be used weekly for announcements, which will be emailed to your ufs4life email

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account. Thus, ensure this account is active because no private accounts are allowed
for registered students.

The blend of various media types will include classroom facilitating with your lecturer
and tutors (if needed), videos, PowerPoint slides, and online quizzes. The delivery of
technologies and other media, such as videos, is done through a Learning
Management System; Blackboard is there to supplement classroom teaching. I
REPEAT: Ensure you check Blackboard weekly to be ready for all classes.

This module, Teaching Practice (TPRF 1502), is offered in the first year for the [Link].
Foundation Phase students. We can break up the code of the module as follows:

• T is an indication that this module deals with teaching.

• PR indicate that the module has to deal with practice.
• F is for Intermediate Phase
• 1: This indicates that this is a first-year module.

• 5: The NQF level of the module.

• 0: This number indicates that the module is facilitated throughout the year.
• 2: This number, multiplied by four, gives the total number of credits for the
module, namely 8.

You can benefit fully from this module if you:

• acquaint yourself with the contents of the study guide before you come to
class;
• complete all the prescribed activities;
• participate in individual and group discussions;
• visit Blackboard regularly and
• prepare yourself for a teaching career.

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2. EXIT-LEVEL OUTCOME OF THE [Link]. PROGRAMME
On completion of the Bachelor of Education degree, the graduate will possess a
wellrounded education consisting of integrated subject content knowledge,
knowledge of the learners and the education context, as well as pedagogical content
knowledge that will enable them to demonstrate applied competence, commitment,
and responsibility as academically and professionally qualified teachers for diverse
education contexts.

3. MODULE OUTCOME AND AIM

The overall outcome of this module is to prepare a student for the first learning cycle
of practical teaching. On completion of this module, the student should be able to
demonstrate the ability to reflect critically on the self; and reflexive ability to evaluate
and critic professional and practical aspects related to teaching.

The practical nature of pre-service education training programs aligns with the theory
of giving students an opportunity to experience learning through hands-on activities.
Learning in this module is on actual life experiences of an individual that are
interactive, experimental, and purposive in nature and further focus upon the
importance of reflective practice in the learning process. Reflection will guide
learning through your experiences to future learning and training:

This module aims to engage in an in-depth investigation of teaching and learning in

the Foundation Phase (Grade R – 3). The course is specifically for students entering
the teaching profession, investigating their experiences as learners, and deciding to
become teachers from a practical, more hands-on approach. Learning in this module
examines best practices, artifacts of practice, case studies, and videos of teaching
practice.

Learning takes place FROM practice.

4. CAMPUS SPECIFIC TPRF 1502 PROGRAMME:

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You will be provided with a campus-specific schedule (programme for the year) for
TPRF 1502, which must be followed. Please see the first-semester program at the
end of this guide. The campus-specific weekly schedule will be available on
Blackboard. The programme includes:
• Lecture days;
• different themes;
• the focus of each lecture;
• expectations and preparation as per lecture;
• due dates for submissions of assessments;
• tutor support opportunities (if needed); and
• self study activities.

5. WORK SCHEDULE AND ASSESSMENT GUIDELINES

The module will be presented according to four core themes over the two semesters.

These themes are discussed in further detail on page 15 of this module guide:

• THEME 1: Knowing myself as a teacher: “Thank you for the memories”.

• THEME 2: Teacher Professionalism and Identity.

• THEME 3: Change Theory – The teacher as reflective and change agent.

• THEME 4: The teacher and teacher personality.

This an 8-credit module. This means that 80 notional hours of study are expected
from you as a student. The proposed learning hours serve as a guide for your own
independent study. However, you can design your work schedule to suit your learning
style and study program.

The assessment of your learning will be continuous. The aim is to keep you informed
regarding your progress and will focus on your knowledge, skills, and attitudes.

There will be three major ASSESSMENT TASKS for this module:

1. Test;
2. case Study; and a

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 3. group presentation.

VERY IMPORTANT: ALL THE ABOVE ASSESSMENT ACTIVITIES ARE

COMPULSORY. If you miss one, you will receive an incomplete for the module.
However, class attendance will form part of the assessment tasks for this module.

TOTAL

This module has no EXAMINATION component.

6. SPECIFIC COURSE REQUIREMENTS

It is required that you attend and participate in class as well as attend the lecturers on
Blackboard collaborative sessions when organized. For every class activity, each
student must sign a register and complete a student assessment form. YOU are
responsible for being familiar with all the course requirements. It is unacceptable to

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claim that you didn't comprehend the course requirements because you didn't attend
the lectures. Please see the assessment schedule for class attendance.

Students who cannot attend due to sickness or other valid reasons or wish to seek
special consideration because of illness or exceptional circumstances should apply
to the lecturer in charge with relevant documentary evidence. This is usually a
doctor’s certificate. This should be done immediately. No late excuses will be
accepted. It is your responsibility to communicate with your lecturer on a regular basis
and follow up on your emails.

Therefore, if a student cannot meet a deadline due to illness or other valid reasons,
he/she must contact the lecturer before the deadline to seek an extension (which may
or may not be granted). Students are required to produce original documents to
support their application for an extension. Any assignment handed in late, without
authorized extension, will be penalized at a rate of 10% of the assigned mark per 24-
hour period late.

You are required to have the following ready during class presentations all the time:
• Study guide,
• Reader,
• Prescribed textbook (as discussed during the orientation session), and
• A notepad for class activities.

7. GROUP REQUIREMENTS:

More can be accomplished by sharing skills and resources than by working alone.
We even have a saying ("Two heads are better than one"). To demonstrate this
phenomenon, TPRF 1502 class relies heavily on group work and proper feedback.
As a future teacher, you will work with others and share resources with other
teachers. Do not work in isolation. Share your passion with others and make a
difference.

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These are the guidelines for groups:
• The minimum and maximum number of participants per group is 5-7.
• DIVERSITY per group is a requirement.

• Respect each other and each other's ideas.

• All group members should do an equal amount of work.

• Be happy in your group and make the best of each opportunity.

• Get to know your group and exchange contact details.

• VERY IMPORTANT: When doing a group presentation and one member is not
present on the day of the presentation – he or she will NOT get a mark for the
presentation even though he or she participated in the preparation.

8. SOURCES AND READING MATERIAL

All the study materials that you will need in preparation for this module will be available on
Blackboard. You are encouraged to use other sources also to read more comprehensively
than the given sources, and enrich your knowledge. When referring to the following source,
the first author's name will be used as a tag to identify the specific source, e.g., OKEKE.

REFERRED
TO AS: FULL BIBLIOGRAPHICAL DETAILS

Okeke, CIO., Wolhuter, CC., Adu, EO., van Wyk, MM., & Abongdia, JA
(Eds.) (2016). Learn to teach: A handbook for teacher education. Cape
OKEKE* Town: Oxford University Press. ISBN: 9780190411794; E-pub ISBN:
9780190412869.

*Recommended textbook

9. SAQA LEVEL DESCRIPTORS FOR LEVEL 5

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Typically, a learning programme leading to the award of a [Link]. qualification expects
from a student the following (this module is situated at level 5):

Descriptor NQF Level 5

categories

Scope of knowledge Knowledge of the main areas of one or more fields,

disciplines, or practices, including an understanding of the
key terms, concepts, facts, principles, rules and theories of
that field, discipline or practice.

Knowledge literature An awareness of how knowledge (or a knowledge system)

develops and evolves within the area of study or operation.

Method and An ability to select and apply standard methods, procedures,

procedure and/or techniques within the field, discipline, or practice, and
to plan and manage an implementation process within a
supported environment.

Problem-solving An ability to identify, evaluate, and solve defined routine, and

new problems within a familiar context, as well as to apply
solutions based on relevant evidence and procedures and/or
other forms of explanation appropriate to the field, discipline,
or practice.

Ethics and An ability to take account of and act in accordance with

professional practice prescribed organizational and professional ethical codes of
conduct, values, and practices and to seek guidance on
ethical and professional issues where necessary.

Accessing, An ability to gather information from a range of sources,

processing, and including oral, written, and/or symbolic texts, to select
managing information appropriate to the task and to apply basic
information processes of analysis, synthesis, and evaluation of that
information.

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 Producing and An ability to communicate information reliably, accurately,
communicating and coherently, using conventions appropriate to the
information context, either in writing, verbally, or in practical
demonstration, including an understanding of and
respect for conventions around intellectual property,
copyright, and plagiarism.

Context and An ability to operate in a range of familiar and new contexts,

systems demonstrating an understanding of different kinds of
systems, their constituent parts and the relationships
between these parts, and how actions in one area impact on
other areas within the same system.

Management of An ability to assess own and others’ performance and to

learning take appropriate action where necessary; an ability to take
responsibility for own learning within a structured learning
process and to promote the learning of others.

Accountability An ability to answer for own actions, to work effectively with

and respect others, and, in a defined context, to take
supervisory responsibility for others and for the responsible
use of resources where appropriate.

10. PLAGIARISM POLICY OF THE UINIVERSTY OF

THE FREE STATE
The word plagiarism is derived from the Latin plagiarism (kidnapper) and is a
form of theft that involves the presentation of another person’s work as one’s own as well
as the verbatim transcription with no acknowledgment of sources. It is academic fraud
(Bauer, 2007).
A student is guilty of plagiarism if he/she uses another person’s ideas or words as these
have been written in books, articles, mini- and master-s dissertations, theses, reports,
notes, course material, other students’ assignments, email messages, and everything on
the internet as if these ideas or words are his/her own (Roig, 2005).
According to Bauer (2007) academic plagiarism can occur in the following ways:
• Straight plagiarism – where only capitalization and sentence structures are
changed, and the odd word is added or deleted, but the original author is not
acknowledged, nor are quotation marks used.

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 • Plagiarism using citation – where although the author is acknowledged, plagiarism
takes place because the original text is reproduced with only minor changes
without using either quotation marks or footnotes.
• Paraphrasing – where there is no reference to the original course.
• Self-plagiarism – reusing work that you have already published or submitted for a
class. It can involve re-submitting an entire paper, copying or paraphrasing
passages from your previous work, or recycling old data.
• Internet plagiarism – where downloading, copying, pasting of information take
place without acknowledgement of sources from the internet.
Disciplinary measures, if found guilty of plagiarism, can extend from deducting marks
allocated for an assignment to canceling a module and even suspension from the
university (Roig, 2005).

ASSIGNMENTS MUST BE SUBMITTED TO “TURNITIN” ON BLACKBOARD.

PLAGIARISM POLICY OF THE UNIVERSITY OF THE FREE STATE

Plagiarism is “the reproducing of someone else's intellectual work and representing it as

one's own without proper acknowledgment”. Examples of plagiarism include direct
copying or paraphrasing of someone else’s words without acknowledging the source,
using facts, information, and ideas directly derived from an unacknowledged source, and
producing assignments, which are the work of other people.

You should acquaint yourself with the content of the plagiarism policy of
the University of the Free State:
• The University of the Free State and the Faculty of Education place a high
premium on academic honesty. The UFS policy on plagiarism is available at
[Link]
• If you use someone else’s phrases, paragraphs, or even their ideas and
write them in your own words and fail to provide a reference, then you have
plagiarized that person’s work.
• Any student who is found cheating or plagiarizing any work for this module
will receive no credit for that work and if necessary, further action will be taken.

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11. WRITESITE
• You are strongly encouraged to use the WriteSite, where consultants will
assist you with writing your assignments.

• You can book a consultant online by following the WriteSite’s link on Bb

under My Organizations/Writing Centre.
• The WriteSite is on Level 3 in the library.

• For general enquiries: writesite@[Link]

• Contact 051-401 7355.

12. ACTION WORDS

The following list will aid you in creating clear, logical, and well-formulated arguments in your
academic writing.

ACTION WORD DESIRED REACTION

Name / List Give - in short sentences - the information requested, without discussing it.

Give a detailed account of a topic by mentioning the parts, characteristics

Describe or qualities of the matter.

Discuss Explain the meaning of something by using logical arguments.

Identify Give the main points relating to the subject.

Give a summary (shortened version) of the main points relating to the issue
Give an overview and comment on them.

Give a general summary. It should contain a series of main ideas

supported by secondary ideas.
Outline
Omit minor details. Show the organization of the ideas.

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Summarise Give the main points of something. Do not include details, illustrations,
critiques, or discussions.

Give an exposition Give a summary of the main points on a topic in a clear, logical sequence
of so that differences, similarities and tangent points become

clear.

Illustrate Use a sketch, diagram or graphic presentation to explain a concept or

solve a problem.

Bring in relation Indicate the relation between different aspects of a topic and show what
to the connections or similarities are.

Comment on the available facts, concerning appropriate examples. Give

Interpret a clear indication of your understanding of the matter.

Contrast Emphasize the differences, distinctiveness, and inequalities of facts or

events.

Put the facts, events, or problems in opposition and indicate similarities

and differences; or analyze the similarities and differences between
Compare statements, ideas, etc. (Take note of the difference between contrast and
compare.)

Give your own opinion on a given matter. Say whether you agree or
Comment on disagree with a certain statement.

Give your reasoned opinion of something, showing its good and bad
points. Your opinion must be supported by facts and reasoning. To
Criticize criticize does not mean that you must attack.

Examine/analyse Split the given information into its parts and critically discuss the relevant
issues.

Write notes on Give a brief exploration (elucidation) of a given topic.

Give a clear and precise account of something. Elucidate with examples

Explain and/or illustrations and motivate your conclusions or results.

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Elucidate (make Briefly state the main points in a clear sequence, without detail,
clear) illustrations, or examples.

Judge the quality of something based on specific points of departure or

Evaluate criteria. Also give your own opinion. Do not discuss.

13. PROPOSED WORK SCHEDULE

SEMESTER 1 is available in this study guide and

SEMESTER 2 will be available on Blackboard.

The following icons are used in the work schedule. These icons provide visual clues of
what you are expected to do. (All icons used in this guide were taken from Microsoft Office
2019).

ICONS MEANING YOUR ROLE AS A STUDENT

Work through the outcomes. You should be able to

Outcomes
demonstrate the outcomes at the end of each theme.

Complete the assignments according to the

Due date
requirements and submit them on time.

Activity to Assignments must be prepared and completed for the

complete E-Portfolio.

Group work You must work together in groups.

Prescribed textbooks or additional reading materials

are crucial for your success.
Sources You need to take responsibility for reading the sources
provided and read more resources on your own.

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 Individual Do your independent study and submit all activities on
assignment or before the due dates.

Internationally all reputable institutions of higher

learning consider plagiarism a serious academic
Plagiarism
violation with consequences as dire as being
permanently suspended from the programme.

14. UNIT 1: KNOWING YOURSELF (“Thank you for the

memories”)

On completion of this unit, you will be able to:

Distinguish between teaching as an art and teaching as a science.

Recognize what it means to teach and be a teacher.

Understand why you want to become a teacher.

Identify and define the characteristics of a great teacher.

Exploring your own teaching philosophy.

Make use of SOURCE 1 and 2 for the above unit.

15. UNIT 2: TEACHER PROFESSIONALISM AND IDENTITY

Upon completion of this learning unit, learners should be able to:

• Critically reflect on your own competencies and teaching experiences.

• List essential skills that a teacher in the twenty-first century should have.

• Investigate your motivation for becoming a teacher.

• Evaluate why teaching is so vital for you and the society.

Make use of SOURCE 3 for the above unit.

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16. UNIT 3: CHANGE THEORY – THE TEACHER AS
REFLECTIVE AND CHANGE AGENT
Upon completion of this learning unit, learners should be able to:

• Identify the basic tenets of change theories.

• Explain why the 21st-century teacher needs to be reflective.

Make use of SOURCE 4 and 5 for the above unit.

17. UNIT 4: THE TEACHER AND TEACHER PERSONALITY

Upon completion of this learning unit, learners should be able to:
• Understand different aspects of the teacher's personality.
• Identify essential characteristics, skills, and knowledge of an effective teacher.

• Evaluate the appropriateness of behaviours with teacher.

personality and teaching practice.
• Critically reflect on your strengths and weaknesses and how these
impact your role as a future teacher.

Make use of SOURCE 6 for the above unit.

18. RUBRICS
Please try to assign scores that reflect how you feel about the extent to which the
other group members contributed to your learning and/or/your group's performance.
This will be your only opportunity to reward the members of your group who worked
hard on your behalf. If you give everyone the same score, you will hurt those who did
the most and helping those who did the least.

All rubrics will be made available on the day of the discussion of the assessment and
be placed onto Blackboard.

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GUIDELINES:
• Be honest.
• Disregard your general impressions and concentrate on one factor at a time.
• Study carefully the topic and instruction given for each activity.
• Comments should be used to support your ratings where applicable.
• Make sure to include yourself when filling out the evaluation form.

19. PROGRAMME FOR THE FIRST SEMESTER

LECTURE THEME: ACTIVITY PREPARATION:

LECTURE 1 Orientation Purpose of the module.

12 – 16 Feb Why are you here?
Why do you want to become a
teacher?

LECTURE 2 Orientation Discussion of assessments etc.

19 – 23 Feb
Discussion: Why are you here? Design a mind map on
Why do you want to become a why you want to
teacher? become a teacher.
Get to know your students.
Homework: Make
notes about your
greatest/worst
teacher.
LECTURE 3 Unit 1 Distinguish between teaching as
26 – 1 March Knowing yourself an art and teaching as a science
(Source 1)
Complete Source 1
readings at home.

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 LECTURE 4 Explain what it means to be a
4 – 8 March Teaching Philosophy teacher – class discussion.
Discuss your most outstanding and Make a collage on the
worst teachers (from school) in characteristics of a
groups. great teacher – bring it
to the following
Origin of a teaching philosophy. lecture.
Define a teaching philosophy. Also, submit on
(Source 2) Blackboard.
Start thinking about
your teaching
philosophy.
LECTURE 5 11
– 15 March Teaching Philosophy Continue with Source 2 – teaching
philosophy. Write down your
personal teaching
philosophy.

Do you think there is a

connection between

your characteristics of a
great teacher and
your personal teaching
philosophy? Write this
down and bring to the
next lecture.
Also submit on
Blackboard.

LECTURE 6 UNIT 2 Discuss the key concepts in

2 – 5 April Teacher Source 3.
Professionalism and . Case Study – source 3 –
Identity do in class.
Talk about: Source 3

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LECTURE 7 Unit 2 Complete Teacher and
15 – 19 April Professionalism and Identity.

Summarize this chapter

by using an
info graph and submit it
on Blackboard.
LECTURE 8
29 April – 3 TEST 1 TEST 1
May (Study source 1 – 3) Good luck!

Enjoy the First Semester!

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