, Navigating the Professional Landscape: Theory and Practice in the Seven Roles of Educators
Introduction
The professional identity of a teacher in South Africa extends far beyond the transmission of
subject knowledge. It is a multifaceted role demanding a holistic and reflective approach to
education. This portfolio investigates the seven roles of educators, a comprehensive framework
established by the Department of Higher Education and Training (DHET) in its policy on the
Minimum Requirements for Teacher Education Qualifications (MRTEQ) (2015). These roles define
the competencies required to be an effective, adaptive, and responsive practitioner within the
nation's diverse classrooms.
Structured around these seven roles—specialist in a phase or subject, learning mediator,
interpreter and designer of learning programmes, leader and manager, scholar and lifelong learner,
assessor, and community and pastoral caregiver—this portfolio synthesizes theory, literature,
insights from practicing teachers, and personal reflection. It is informed by the perspective of
Gravett et al. (2019), who posit that teaching is not a finite event but a continuous process of
professional becoming, shaped by an evolving integration of knowledge, skills, and values.
This exploration underscores that these roles are not isolated tasks but are deeply interconnected,
often overlapping and reinforcing one another in practice. The portfolio will therefore examine
how educators navigate these integrated, and at times competing, responsibilities. It acknowledges
the significant challenges inherent in this work, where a teacher is tasked with fostering not only
academic achievement but also the holistic well-being of learners and their communities.
Ultimately, this document is both an analytical review and a personal inquiry into the essence of
embodying the teaching profession in South Africa.
Introduction
The professional identity of a teacher in South Africa extends far beyond the transmission of
subject knowledge. It is a multifaceted role demanding a holistic and reflective approach to
education. This portfolio investigates the seven roles of educators, a comprehensive framework
established by the Department of Higher Education and Training (DHET) in its policy on the
Minimum Requirements for Teacher Education Qualifications (MRTEQ) (2015). These roles define
the competencies required to be an effective, adaptive, and responsive practitioner within the
nation's diverse classrooms.
Structured around these seven roles—specialist in a phase or subject, learning mediator,
interpreter and designer of learning programmes, leader and manager, scholar and lifelong learner,
assessor, and community and pastoral caregiver—this portfolio synthesizes theory, literature,
insights from practicing teachers, and personal reflection. It is informed by the perspective of
Gravett et al. (2019), who posit that teaching is not a finite event but a continuous process of
professional becoming, shaped by an evolving integration of knowledge, skills, and values.
This exploration underscores that these roles are not isolated tasks but are deeply interconnected,
often overlapping and reinforcing one another in practice. The portfolio will therefore examine
how educators navigate these integrated, and at times competing, responsibilities. It acknowledges
the significant challenges inherent in this work, where a teacher is tasked with fostering not only
academic achievement but also the holistic well-being of learners and their communities.
Ultimately, this document is both an analytical review and a personal inquiry into the essence of
embodying the teaching profession in South Africa.
