BTE 2601
Becoming a Teacher
Assignment 2
Unique Number: 629125
Year Module
Due Date: 26 June 2020
Student Number: 62846701
Kristin Nicole Chetty
, Question 1
1.1) Critical theory thereby aims further than a simplistic view of processes
within an educational setting to the concept of activity towards changing
practices. Such reforms will focus on changing the sense in which they
find themselves. Critical theories include opposing perspectives that
shape how we conduct schooling for educators and learners to interpret
the prevailing systems of education. Critical theories also display the
means of discerning, analysing and criticizing the fundamental power
dynamics and structured factors in schooling for school leaders and
student-teachers. Critical theories which fame your own knowledge as a
student-teacher raise concerns about the very theological fundamental
principles that underpin new educational institutions. Critical theories
request us to consider our out-of-court description of knowledge and
what knowledge we consider valid, and thus evaluate the discourses
linked with such information ideals. This urges higher education
teachers, students and educational leaders to understand, participate
and intelligently evaluate the systems and procedures that procreate
and preserve imbalances in schools, higher schooling and community.
Advantages of critical theory are that it can indicate a step for educators
from being primarily knowledge consumers to being jointly producers
and co-producers of knowledge. It could make you “successful agents in
building new kinds of information and relationships.” It will also allow all
those involved in schooling to identify and generate information in
accordance with the public, historical, and cultural procedures they see
themselves in.
1.2)
Official, explicit intended curriculum: This is the approached curriculum
which can also be defined as the teaching template. For example, the
policy or motives of the DBE. One plan can be used for a variety of
learners, although their aspects may greatly vary.
Enacted curriculum as practice: This is the curriculum as it is
accomplished. This is often called the 'non-official, tacit curriculum' as
applied by a teacher, which is generally practiced and studied.
Misinterpretations, limited resources, and so forth, may impede the
ability of the teacher to execute a curriculum plan precisely as expected.
Covert curriculum: This teaching is intrinsic on the part of the teacher or
school but intentional. In early education, it is extremely crucial where
Becoming a Teacher
Assignment 2
Unique Number: 629125
Year Module
Due Date: 26 June 2020
Student Number: 62846701
Kristin Nicole Chetty
, Question 1
1.1) Critical theory thereby aims further than a simplistic view of processes
within an educational setting to the concept of activity towards changing
practices. Such reforms will focus on changing the sense in which they
find themselves. Critical theories include opposing perspectives that
shape how we conduct schooling for educators and learners to interpret
the prevailing systems of education. Critical theories also display the
means of discerning, analysing and criticizing the fundamental power
dynamics and structured factors in schooling for school leaders and
student-teachers. Critical theories which fame your own knowledge as a
student-teacher raise concerns about the very theological fundamental
principles that underpin new educational institutions. Critical theories
request us to consider our out-of-court description of knowledge and
what knowledge we consider valid, and thus evaluate the discourses
linked with such information ideals. This urges higher education
teachers, students and educational leaders to understand, participate
and intelligently evaluate the systems and procedures that procreate
and preserve imbalances in schools, higher schooling and community.
Advantages of critical theory are that it can indicate a step for educators
from being primarily knowledge consumers to being jointly producers
and co-producers of knowledge. It could make you “successful agents in
building new kinds of information and relationships.” It will also allow all
those involved in schooling to identify and generate information in
accordance with the public, historical, and cultural procedures they see
themselves in.
1.2)
Official, explicit intended curriculum: This is the approached curriculum
which can also be defined as the teaching template. For example, the
policy or motives of the DBE. One plan can be used for a variety of
learners, although their aspects may greatly vary.
Enacted curriculum as practice: This is the curriculum as it is
accomplished. This is often called the 'non-official, tacit curriculum' as
applied by a teacher, which is generally practiced and studied.
Misinterpretations, limited resources, and so forth, may impede the
ability of the teacher to execute a curriculum plan precisely as expected.
Covert curriculum: This teaching is intrinsic on the part of the teacher or
school but intentional. In early education, it is extremely crucial where
