BTE2601 PORTFOLIO 2026
DUE 2 OCTOBER 2026
TASK 1: THE TEACHER AS A REFLECTIVE PRACTITIONER:
Discuss Your Teaching Philosophy
Provide a well-developed discussion of your teaching philosophy, demonstrating a clear
understanding of the beliefs and principles that guide your approach to teaching and
learning. Your response should reflect thoughtful consideration of how your philosophy
informs your practice and contributes to meaningful learning experiences.
1.1 Provide a critical explanation of three core teaching beliefs with relevant
citations to each belief that will guide your classroom teaching practice as a
teacher.
Teaching as Reflective Practice
I believe that effective teaching requires continuous reflection on one's actions,
decisions, and their impact on learners. As Gravett, de Beer and Du Plessis (2018:5)
explain, reflection means "thinking that is focused, intentional and purposeful, and
aims to deepen understanding and to inform further thought and action." This belief
acknowledges that teaching is not a mechanical set of procedures but a complex
practice requiring constant self-examination and adjustment.
Pedagogical Content Knowledge (PCK) as Essential
I believe that effective teaching requires a blend of content knowledge and
pedagogical knowledge, known as pedagogical content knowledge. Shulman (in
Gravett et al., 2018:11) emphasises that "teaching requires a special mixture of both
content knowledge and pedagogical knowledge." This means I must not only know
, my subject matter deeply but also understand how to present it meaningfully to
diverse learners.
A Pedagogy of Care
I believe that creating a caring learning environment is fundamental to effective
teaching and learning. As Noddings (in Petersen and Osman, 2018:30-31) asserts,
"the primary aim of every educational institution and every educational effort must be
to maintain and enhance caring." This belief recognises that learners thrive when
they feel safe, valued, and supported in their learning journey.
1.2 Evaluation of How These Beliefs Influence Classroom Decisions and Practices
Teaching as Reflective Practice
This belief will influence my classroom decisions by encouraging me to constantly
evaluate my teaching methods and their effectiveness. I will regularly ask myself
questions such as: "What exactly has happened in my lesson?", "What could be the
reasons for this happening?", and "How would I deal with a similar situation in future?"
(Gravett et al., 2018:6). This reflective practice will help me identify what works and
what needs improvement.
For example After a lesson where learners struggled to understand a scientific concept,
I will reflect on my teaching approach, analyse why the learners did not grasp the
concept, and adjust my methods for the next lesson. I might realise that I assumed
background knowledge that learners didn't have and will plan to activate prior
knowledge before introducing new concepts.
Pedagogical Content Knowledge
,This belief will guide me to carefully consider how best to teach specific content to make
it accessible and meaningful to learners. I will ask questions such as: "What is the most
appropriate way to arrange the content to make it accessible to learners, considering
their diverse interests and abilities?" and "What prior knowledge do learners have of the
content or concepts to be taught?" (Gravett et al., 2018:12).
For example when teaching a complex topic like electricity in Natural Sciences, I would
consider learners' prior knowledge, possible misconceptions they might hold, and the
most effective methods to teach the content. Instead of simply explaining the rules, I
would plan learner activities where they can build circuits and discover principles
through hands-on experience (Gravett et al., 2018:13-14).
Influence: Pedagogy of Care
This belief will influence me to create a supportive and inclusive classroom environment
where all learners feel valued and respected. I will implement the values of participation,
the affective, and problem-posing in my classroom practice (Petersen and Osman,
2018:34-39). I will ensure that learners feel safe to express their ideas, that I
acknowledge their emotions and backgrounds, and that I encourage critical thinking
through problem-posing approaches.
, TASK 2: TEACHER AS A CARING PRACTITIONER
Pedagogy of Care
A pedagogy of care refers to a teaching approach where teachers commit to being
accountable and responsible for creating learning environments in which care can be
expressed in a responsible way (Petersen and Osman, 2018:30). As Noddings
(1984:173, in Petersen and Osman, 2018:32) states, becoming a teacher means
entering a "very special and even more specialised caring" relationship. This approach
emphasises that teachers must first care genuinely about their learners—their welfare,
their learning, barriers to learning, and their lives outside of school.
Use of Scenario: In the scenario, Mrs. Mokwena demonstrates a pedagogy of care by
recognising that some learners are quiet, afraid to answer questions, and reluctant to
participate. Rather than ignoring these learners or forcing them to participate, she
creates a more supportive classroom environment. She introduces group discussions,
encourages learners to express their own opinions, and asks learners to solve problems
together. This shows that she is caring for her learners' emotional needs and creating
conditions where they can feel safe to participate.
Petersen, N. and Osman, R. 2018. The teacher as a caring professional. In: S. Gravett,
J.J. de Beer and E. du Plessis (eds). Becoming a Teacher: UNISA Custom Edition.
Cape Town: Pearson.
DUE 2 OCTOBER 2026
TASK 1: THE TEACHER AS A REFLECTIVE PRACTITIONER:
Discuss Your Teaching Philosophy
Provide a well-developed discussion of your teaching philosophy, demonstrating a clear
understanding of the beliefs and principles that guide your approach to teaching and
learning. Your response should reflect thoughtful consideration of how your philosophy
informs your practice and contributes to meaningful learning experiences.
1.1 Provide a critical explanation of three core teaching beliefs with relevant
citations to each belief that will guide your classroom teaching practice as a
teacher.
Teaching as Reflective Practice
I believe that effective teaching requires continuous reflection on one's actions,
decisions, and their impact on learners. As Gravett, de Beer and Du Plessis (2018:5)
explain, reflection means "thinking that is focused, intentional and purposeful, and
aims to deepen understanding and to inform further thought and action." This belief
acknowledges that teaching is not a mechanical set of procedures but a complex
practice requiring constant self-examination and adjustment.
Pedagogical Content Knowledge (PCK) as Essential
I believe that effective teaching requires a blend of content knowledge and
pedagogical knowledge, known as pedagogical content knowledge. Shulman (in
Gravett et al., 2018:11) emphasises that "teaching requires a special mixture of both
content knowledge and pedagogical knowledge." This means I must not only know
, my subject matter deeply but also understand how to present it meaningfully to
diverse learners.
A Pedagogy of Care
I believe that creating a caring learning environment is fundamental to effective
teaching and learning. As Noddings (in Petersen and Osman, 2018:30-31) asserts,
"the primary aim of every educational institution and every educational effort must be
to maintain and enhance caring." This belief recognises that learners thrive when
they feel safe, valued, and supported in their learning journey.
1.2 Evaluation of How These Beliefs Influence Classroom Decisions and Practices
Teaching as Reflective Practice
This belief will influence my classroom decisions by encouraging me to constantly
evaluate my teaching methods and their effectiveness. I will regularly ask myself
questions such as: "What exactly has happened in my lesson?", "What could be the
reasons for this happening?", and "How would I deal with a similar situation in future?"
(Gravett et al., 2018:6). This reflective practice will help me identify what works and
what needs improvement.
For example After a lesson where learners struggled to understand a scientific concept,
I will reflect on my teaching approach, analyse why the learners did not grasp the
concept, and adjust my methods for the next lesson. I might realise that I assumed
background knowledge that learners didn't have and will plan to activate prior
knowledge before introducing new concepts.
Pedagogical Content Knowledge
,This belief will guide me to carefully consider how best to teach specific content to make
it accessible and meaningful to learners. I will ask questions such as: "What is the most
appropriate way to arrange the content to make it accessible to learners, considering
their diverse interests and abilities?" and "What prior knowledge do learners have of the
content or concepts to be taught?" (Gravett et al., 2018:12).
For example when teaching a complex topic like electricity in Natural Sciences, I would
consider learners' prior knowledge, possible misconceptions they might hold, and the
most effective methods to teach the content. Instead of simply explaining the rules, I
would plan learner activities where they can build circuits and discover principles
through hands-on experience (Gravett et al., 2018:13-14).
Influence: Pedagogy of Care
This belief will influence me to create a supportive and inclusive classroom environment
where all learners feel valued and respected. I will implement the values of participation,
the affective, and problem-posing in my classroom practice (Petersen and Osman,
2018:34-39). I will ensure that learners feel safe to express their ideas, that I
acknowledge their emotions and backgrounds, and that I encourage critical thinking
through problem-posing approaches.
, TASK 2: TEACHER AS A CARING PRACTITIONER
Pedagogy of Care
A pedagogy of care refers to a teaching approach where teachers commit to being
accountable and responsible for creating learning environments in which care can be
expressed in a responsible way (Petersen and Osman, 2018:30). As Noddings
(1984:173, in Petersen and Osman, 2018:32) states, becoming a teacher means
entering a "very special and even more specialised caring" relationship. This approach
emphasises that teachers must first care genuinely about their learners—their welfare,
their learning, barriers to learning, and their lives outside of school.
Use of Scenario: In the scenario, Mrs. Mokwena demonstrates a pedagogy of care by
recognising that some learners are quiet, afraid to answer questions, and reluctant to
participate. Rather than ignoring these learners or forcing them to participate, she
creates a more supportive classroom environment. She introduces group discussions,
encourages learners to express their own opinions, and asks learners to solve problems
together. This shows that she is caring for her learners' emotional needs and creating
conditions where they can feel safe to participate.
Petersen, N. and Osman, R. 2018. The teacher as a caring professional. In: S. Gravett,
J.J. de Beer and E. du Plessis (eds). Becoming a Teacher: UNISA Custom Edition.
Cape Town: Pearson.
