The Re-Design of a Fourth Year Bachelor of Education Programme Using the Constructive Alignment Approach

Autor/in	Luckay, Melanie B.
Titel	The Re-Design of a Fourth Year Bachelor of Education Programme Using the Constructive Alignment Approach
Quelle	In: Tuning Journal for Higher Education, 6 (2018) 1, S.143-167 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2340-8170
DOI	10.18543/tjhe-6(1)-2018pp143-167
Schlagwörter	Foreign Countries; Undergraduate Study; Bachelors Degrees; Curriculum Design; Change Strategies; Alignment (Education); Curriculum Development; Preservice Teacher Education; Educational Change; Program Design; South Africa + Suchen Sie Ihr Suchwort? Ausland; Grundstudium; 'Bachelor''s degrees'; Bachelor-Studiengang; Lehrplangestaltung; Lösungsstrategie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehramtsstudiengang; Lehrerausbildung; Bildungsreform; Programme design; Programmaufbau; Programmplanung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The focus of this article is on the re-design of a fourth year Bachelor of Education (B.Ed) programme at the University of the Western Cape (UWC). Due to the changes in teacher qualifications, as outlined in the 2015 "Minimum Requirements for Teacher Education Qualification" (MRTEQ) policy document, Higher Education Institutions were required to adapt their Initial Teaching Education (ITE) programmes to meet the requirements of the new policy document. This article describes the use of a backward mapping approach, in conjunction with the application of a constructive alignment framework, used by the education faculty at UWC to adjust the teaching and learning in the B.Ed programme to address the outcomes and standards required by the MRTEQ policy document. Given the type of student enrolled at UWC, the article provides a discussion on the challenges involved in developing a programme for students who might not have been adequately prepared for their tertiary studies due to the disadvantaged school contexts they come from. The article thus provides a reflective discussion on the challenges involved in the re-design process that used the pre-service teacher competencies expected at the end of the B.Ed programme at UWC, to develop the teaching and learning programme and assessment tasks for the fourth year B.Ed course. (As Provided).
Anmerkungen	University of Deusto. e-mail: tuningjournal@deusto.es; Web site: http://www.tuningjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01