BTE2601
Assignment 5
PORTFOLIO
Due 8 October 2025
,BTE2601
Assignment 5: PORTFOLIO
Due 8 October 2025
Becoming a Teacher
Table of Contents
1.1 Introduction ............................................................................................................... 2
1.2 Specialist in a Phase, Subject, Discipline, or Practice ........................................... 3
1.3 Learning Mediator .................................................................................................. 5
1.4 Interpreter and Designer of Learning Programmes and Materials ......................... 7
1.5 Leader, Administrator, and Manager ...................................................................... 8
1.6 Scholar, Researcher, and Lifelong Learner .......................................................... 10
1.7 Assessor .............................................................................................................. 12
1.8 Community, Citizenship, and Pastoral Role ......................................................... 14
1.9 Conclusion ........................................................................................................... 16
References .................................................................................................................... 17
, 1.1 Introduction
This portfolio critically examines the multifaceted roles of educators within the South
African educational context, with specific reference to the seven integrated roles defined
in national education policy. Its purpose is both reflective and analytical, seeking to
demonstrate how teachers embody these roles in practice to promote effective
teaching, meaningful learning, and broader social transformation.
The foundation for this exploration is the Department of Higher Education and
Training’s (DHET) Policy on the Minimum Requirements for Teacher Education
Qualifications (MRTEQ) (2015). This policy, building upon earlier frameworks such as
the Norms and Standards for Educators (2000), outlines the professional
competencies required of teachers to meet the complex and diverse needs of learners
across varying contexts. Central to MRTEQ is the expectation that teachers
demonstrate competence in seven interrelated roles: specialist in a phase, subject,
discipline or practice; learning mediator; interpreter and designer of learning
programmes and materials; leader, administrator and manager; scholar,
researcher and lifelong learner; assessor; and community, citizenship and
pastoral role.
Understanding these multiple roles is critical because teaching extends far beyond the
transmission of subject knowledge. It encompasses facilitation, curriculum design,
leadership, assessment, pastoral care, and active engagement with both communities
and societal transformation. In an era marked by inclusive education policies, rapid
technological integration, and significant challenges such as resource constraints and
learner diversity, teachers must be dynamic and responsive professionals. Developing a
deep understanding of these roles equips future educators to foster equity, learner
empowerment, and holistic development.
The portfolio is structured to provide a comprehensive engagement with each role. For
every role, the analysis begins with a theoretical perspective supported by academic
literature, proceeds to insights from interviews with a practising teacher, and concludes
with personal reflections on the role’s significance for my own professional journey. The
portfolio closes with a synthesis of key insights and a personal commitment to applying
Assignment 5
PORTFOLIO
Due 8 October 2025
,BTE2601
Assignment 5: PORTFOLIO
Due 8 October 2025
Becoming a Teacher
Table of Contents
1.1 Introduction ............................................................................................................... 2
1.2 Specialist in a Phase, Subject, Discipline, or Practice ........................................... 3
1.3 Learning Mediator .................................................................................................. 5
1.4 Interpreter and Designer of Learning Programmes and Materials ......................... 7
1.5 Leader, Administrator, and Manager ...................................................................... 8
1.6 Scholar, Researcher, and Lifelong Learner .......................................................... 10
1.7 Assessor .............................................................................................................. 12
1.8 Community, Citizenship, and Pastoral Role ......................................................... 14
1.9 Conclusion ........................................................................................................... 16
References .................................................................................................................... 17
, 1.1 Introduction
This portfolio critically examines the multifaceted roles of educators within the South
African educational context, with specific reference to the seven integrated roles defined
in national education policy. Its purpose is both reflective and analytical, seeking to
demonstrate how teachers embody these roles in practice to promote effective
teaching, meaningful learning, and broader social transformation.
The foundation for this exploration is the Department of Higher Education and
Training’s (DHET) Policy on the Minimum Requirements for Teacher Education
Qualifications (MRTEQ) (2015). This policy, building upon earlier frameworks such as
the Norms and Standards for Educators (2000), outlines the professional
competencies required of teachers to meet the complex and diverse needs of learners
across varying contexts. Central to MRTEQ is the expectation that teachers
demonstrate competence in seven interrelated roles: specialist in a phase, subject,
discipline or practice; learning mediator; interpreter and designer of learning
programmes and materials; leader, administrator and manager; scholar,
researcher and lifelong learner; assessor; and community, citizenship and
pastoral role.
Understanding these multiple roles is critical because teaching extends far beyond the
transmission of subject knowledge. It encompasses facilitation, curriculum design,
leadership, assessment, pastoral care, and active engagement with both communities
and societal transformation. In an era marked by inclusive education policies, rapid
technological integration, and significant challenges such as resource constraints and
learner diversity, teachers must be dynamic and responsive professionals. Developing a
deep understanding of these roles equips future educators to foster equity, learner
empowerment, and holistic development.
The portfolio is structured to provide a comprehensive engagement with each role. For
every role, the analysis begins with a theoretical perspective supported by academic
literature, proceeds to insights from interviews with a practising teacher, and concludes
with personal reflections on the role’s significance for my own professional journey. The
portfolio closes with a synthesis of key insights and a personal commitment to applying
