TABLE OF CONTENTS
1.1 Introduction…………………..……………………………………………04
1.2 Specialist in a Phase, Subject, Discipline, or Practice………………………5-6
1.3 Learning Mediator………………………………………………………..…7-8
1.4 Interpreter and Designer of Learning Programmes and Materials…………9-10
1.5 Leader, Administrator, and Manager………………………………….……11-12
1.6 Scholar, Researcher, and Lifelong Learner…………………………………13-14
1.7 Assessor…………………………………………………………………….15-16
1.8 Community, Citizenship, and Pastoral Role………………………………..17-18
1.9 Conclusion …………………………………………………………………19
1.10 References………………………………………………………………20
,1.1 Introduction
This portfolio is designed to demonstrate a comprehensive understanding of the
seven roles of an educator as outlined in the Department of Higher Education and
Training (DHET) Minimum Requirements for Teacher Education Qualifications
(MRTEQ) Policy of 2015. The policy identifies these roles as central to the
professional identity of South African teachers, ensuring they are well-prepared to
meet the complex demands of teaching in a diverse and changing society (DHET,
2015). The seven roles include the teacher as a specialist in a phase, subject,
discipline or practice, a learning mediator, an interpreter and designer of learning
programmes and materials, a leader, an assessor and a community, citizenship and
pastoral role player.
The portfolio is structured to engage with each of these roles through three
perspectives. Firstly, a theoretical perspective will ground each role in relevant
academic literature and policy documents, highlighting its educational significance.
Secondly, the in-service teacher perspective will present insights from practicing
teachers, offering real-world applications of the roles in classroom and school
contexts. Finally, a personal reflection and application section will allow for critical
self-reflection on how these role resonate with my future professional practice.
Understanding these multiple roles is vital because teaching extends far beyond the
simple transmission of knowledge. It involves leadership, mentorship, curriculum
design, pastoral care and lifelong learning, all of which shape learners’ academic
success and holistic development (Van der Merwe, 2018). This portfolio, therefore,
not only illustrates knowledge of the DHET framework but also demonstrates a
commitment to embodying these roles as part of professional growth and readiness
for the teaching profession.
, 1.2 SPECIALIST IN A PHASE, SUBJECT, DISCIPLINE, OR PRACTICE
Theoretical Perspective
Specialist in a particular phase, subject, discipline, or practice is required of
educators in accordance with the Department of Higher Education and Training
(DHET, 2015:59). This position places a strong emphasis on both having a solid
knowledge of the subject matter and being able to choose and deliver
information in ways that suit the intellectual abilities and developmental stages of
the learners. For learning to be approachable, accurate and meaningful, teachers
must combine pedagogical techniques with knowledge of the subject matter.
The idea of pedagogical content knowledge (PCK), first proposed by Shulman
(1986), emphasises that subject-matter specialist alone is insufficient for
successful teaching. It also necessitates understanding how to convert that
information into formats that learners can understand and use in practical
settings. As a result, the specialised role ensures that learners get both
foundational knowledge and practical application, positioning the teacher as both
a subject specialist and a teacher who facilitates.
Real-life example: To make mathematical equations more approachable, an
algebra instructor in a seventh-grade math class could apply straightforward
situations, such figuring out how much several goods at a shop will cost. The
teacher's capacity to link academic concepts with learners' real-life experiences
and enhance understanding is demonstrated by this practical example.
In-Service Teacher Perspective
In an interview, a maths teacher in the Intermediate Phase clarified that meeting
curriculum requirements as a subject teacher required constant planning and skill
upgrading. She pointed out that learners frequently have trouble grasping
fractions, so she uses interactive exercises and visual aids like fraction bar
diagrams to help them grasp the concept. She also emphasised how subject
specialism enables her to foresee typical misunderstandings and create classes
1.1 Introduction…………………..……………………………………………04
1.2 Specialist in a Phase, Subject, Discipline, or Practice………………………5-6
1.3 Learning Mediator………………………………………………………..…7-8
1.4 Interpreter and Designer of Learning Programmes and Materials…………9-10
1.5 Leader, Administrator, and Manager………………………………….……11-12
1.6 Scholar, Researcher, and Lifelong Learner…………………………………13-14
1.7 Assessor…………………………………………………………………….15-16
1.8 Community, Citizenship, and Pastoral Role………………………………..17-18
1.9 Conclusion …………………………………………………………………19
1.10 References………………………………………………………………20
,1.1 Introduction
This portfolio is designed to demonstrate a comprehensive understanding of the
seven roles of an educator as outlined in the Department of Higher Education and
Training (DHET) Minimum Requirements for Teacher Education Qualifications
(MRTEQ) Policy of 2015. The policy identifies these roles as central to the
professional identity of South African teachers, ensuring they are well-prepared to
meet the complex demands of teaching in a diverse and changing society (DHET,
2015). The seven roles include the teacher as a specialist in a phase, subject,
discipline or practice, a learning mediator, an interpreter and designer of learning
programmes and materials, a leader, an assessor and a community, citizenship and
pastoral role player.
The portfolio is structured to engage with each of these roles through three
perspectives. Firstly, a theoretical perspective will ground each role in relevant
academic literature and policy documents, highlighting its educational significance.
Secondly, the in-service teacher perspective will present insights from practicing
teachers, offering real-world applications of the roles in classroom and school
contexts. Finally, a personal reflection and application section will allow for critical
self-reflection on how these role resonate with my future professional practice.
Understanding these multiple roles is vital because teaching extends far beyond the
simple transmission of knowledge. It involves leadership, mentorship, curriculum
design, pastoral care and lifelong learning, all of which shape learners’ academic
success and holistic development (Van der Merwe, 2018). This portfolio, therefore,
not only illustrates knowledge of the DHET framework but also demonstrates a
commitment to embodying these roles as part of professional growth and readiness
for the teaching profession.
, 1.2 SPECIALIST IN A PHASE, SUBJECT, DISCIPLINE, OR PRACTICE
Theoretical Perspective
Specialist in a particular phase, subject, discipline, or practice is required of
educators in accordance with the Department of Higher Education and Training
(DHET, 2015:59). This position places a strong emphasis on both having a solid
knowledge of the subject matter and being able to choose and deliver
information in ways that suit the intellectual abilities and developmental stages of
the learners. For learning to be approachable, accurate and meaningful, teachers
must combine pedagogical techniques with knowledge of the subject matter.
The idea of pedagogical content knowledge (PCK), first proposed by Shulman
(1986), emphasises that subject-matter specialist alone is insufficient for
successful teaching. It also necessitates understanding how to convert that
information into formats that learners can understand and use in practical
settings. As a result, the specialised role ensures that learners get both
foundational knowledge and practical application, positioning the teacher as both
a subject specialist and a teacher who facilitates.
Real-life example: To make mathematical equations more approachable, an
algebra instructor in a seventh-grade math class could apply straightforward
situations, such figuring out how much several goods at a shop will cost. The
teacher's capacity to link academic concepts with learners' real-life experiences
and enhance understanding is demonstrated by this practical example.
In-Service Teacher Perspective
In an interview, a maths teacher in the Intermediate Phase clarified that meeting
curriculum requirements as a subject teacher required constant planning and skill
upgrading. She pointed out that learners frequently have trouble grasping
fractions, so she uses interactive exercises and visual aids like fraction bar
diagrams to help them grasp the concept. She also emphasised how subject
specialism enables her to foresee typical misunderstandings and create classes
