The Reflective Harmonised Teaching Practice (TP) Online Symposium, which was recently held by the Faculty of Education, enabled all Foundation Phase(FP) and Intermediate Phase (IP) student teachers at CPUT engage in last-minute professional development discussions on the current Reflective Practice Model utilised in the initial teacher education programmes.

Intermediate Phase TP Coordinator, Clive Brown, said the Reflective Practice Model is implemented for ”learning through and from experience towards gaining new insights of self and practice”. Brown added that Teaching Practice is globally acknowledged as a central component of any teacher education programme.

“The culmination of thirty-two weeks of in-service preparedness within the real-life South African classroom over four years amidst a global pandemic has finally come to an end,” he continued. “The final year FP and IP student teachers for the academic year 2022, including their assigned Mentor Teachers, Teaching Practice coordinators, Teaching Practice administrators, departmental staff and executive members all critically reflected on the current Teaching Practice Model utilised in preparing future teachers from the faculty for the world of work.”

To aid in the preparedness of the final year group of student-teachers, guest speakers joined the symposium.

The guest speakers were:

• Ismail Teladia, Deputy Chief Education Specialist: Life Skills (Grades 4-6) and Life Orientation (Grades 7-9)
• Amiena Van Niekerk, Foundation Phase Student-Teacher (Presenting a Shared Reading Lesson)
• Michaela Gallop, Intermediate Phase Student-Teacher (Presenting a Shapes and Angles Mathematics Lesson)
• Ella Mokgalane, Chief Executive Officer (South African Council for Educators)
• Stacey Botha, Intermediate Phase Primary School Teacher and CPUT Master's Degree Candidate
• Henk Wichers, Coding and Robotics Specialist at Mikro Primary School

Literature that focuses on preparing student teachers for the world of work posits that beginning teachers experience a reality shock and often feel disillusioned and stressed during their first years of teaching, observed Brown. “The dedicated symposium was created under the auspices of the advisory board established in 2021 to collaboratively engage with all stakeholders within education to ensure the preparedness of fully competent newly- qualified teachers to take up teaching positions locally and internationally,” he enthused. “The Reflective Harmonised Teaching Practice Online Symposium aligned with the Strategic Plan 2021–2030, which speaks of 'One Smart CPUT' and focuses on two critical dimensions.” The two are Oneness and Smartness.

Dean of the Faculty of Education, Prof. Andile Mji, opened the online symposium by reminding student-teachers that our country has a sad past which resulted in people being placed in 'boxes', because of their skin colour. Mji encouraged each future teacher to embrace diversity, focusing on uplifting each learner in their care. “The teacher's work will flow over into the communities in which the teacher is employed, culminating in a positive transformation within our country,” he added.

Ismail Teladia, who has more than 29 years of teaching experience and also the recipient of a national teaching award, rendered an insightful presentation which spoke to the kind of professional teacher the Western Cape Education Department (WCED) envisages welcoming into its schools. Teladia encouraged student-teachers to "grab as many opportunities to teach" whilst simultaneously building a 'brand' for themselves. “The brand should encompass integrity, impactfulness and adaptability”, he emphasised.

SACE CEO Ella Mokgalane talked about “Professionalism according to the SACE”. Mokgalane discussed the safeguarding and best interest of all learners within schools throughout South Africa. She addressed matters of the Provisional Registration, which final-year student teachers would be confronted with,and stressed the importance of 'not having a criminal record' when undertaking teaching as a career choice. Stacey Botha, Intermediate Phase Primary School Teacher and CPUT Master's Degree Candidate guided student-teachers attending the symposium through the 'daunting job interview process'. Botha commenced her talk with the WCED Online Job Registration Process, which further detailed the physical preparedness for the interview.

She also warned the student-teachers that their social media accounts are used as interrogating tools by prospective employers and encouraged them to be vigilant about the kinds of images and videos posted on public platforms.

Written by Kwanele Butana
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

The Faculty of Education recently announced the commencement of a mutual reciprocity collaboration between the faculty academics, students, and Chandigarh University in India.

Clive Brown from the Intermediate Phase at Mowbray Campus said in an era marked by interconnectedness and globalisation, universities worldwide increasingly recognise the value of international collaboration in advancing academic pursuits and nurturing a diverse, inclusive learning environment.

Brown said the CPUT visit to Chandigarh University earlier this year, served as the catalyst for a burgeoning partnership aimed at bridging geographical boundaries and harnessing the collective expertise of educators and learners from diverse cultural backgrounds.”

Dean of the Faculty of Education, Prof Andile Mji, thanked the colleagues from India for being caring hosts to Dr Rolene Liebenberg, Dr Sharon McAuliffe, and Prof Hanlie Dippenaar during their international visit to India.

Brown said developing a transnational collaboration between CPUT and Chandigarh University holds immense importance in fostering global academic exchange and synergy. “Such collaboration can enrich educational experiences by offering diverse perspectives, methodologies, and cultural insights to students and faculty alike. It facilitates the sharing of resources, expertise, and research findings, enhancing the quality and depth of academic programmes and research endeavours.”

He added that transnational collaboration opens avenues for joint projects and initiatives, fostering innovation and addressing complex global challenges through collective efforts. By leveraging the strengths of both institutions, “we can embark on interdisciplinary research endeavours that transcend geographical boundaries and contribute to the advancement of knowledge on a global scale.

This collaboration cultivates a network of international scholars, graduates, and professionals, promoting cross-cultural understanding and facilitating the exchange of ideas and best practices. “Through meaningful engagement and collaboration, we can collectively work towards building a more inclusive, equitable, and sustainable future for education worldwide.

“This partnership underscores the mutual reciprocity between the two countries and institutions in advancing research across transnational spaces. Together, we embark on a journey of discovery, learning, and collaboration that transcends borders and enriches the academic landscape for generations to come.”

Written by CPUT News
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.