ASSIGNMENT 2
JOURNAL ARTICLE:
TEACHER PROFESSIONALISM AND EFFECTIVE CLASSROOM PRACTICE IN THE
FOUNDATION PHASE
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
STUDY PRAXIS / CLASSROOM MANAGEMENT (ED4-PRAX1)
AT
CORNERSTONE INSTITUTE
BY
SHANNON JADE SCHOFIELD
(50393)
8 April 2021
, Teacher Professionalism and Effective Classroom Practice in
the Foundation Phase
Shannon J. Schofield, Cornerstone Institute.
Abstract
The study described in this journal article aims to respond to the need to better understand
the concept of teacher professionalism and effective classroom practice at a micro-level in
the foundation phase. This paper will examine theoretical definitions of professionalism in
education and delve into what it means to exhibit professionalism on a practical level.
Additionally, effective classroom practice will be explored to reveal how the two concepts are
inextricably intertwined and essential components in the diverse South African classroom.
Secondary data analysis was used to gain sources for data collection and to gather more
insight into the research question as well as simple observation in foundation phase
classrooms. The research revealed that continuous training and professional development
are key to improving learning outcomes and effective classroom practice.
Introduction
The South African government together with the Department of Basic Education (DBE) has
taken great strides to restructure the education system currently in place to better resemble
the constitution which promotes inclusive education. Although progress has been made
there are still many challenges regarding learners’ ability to meet national curriculum
standards as well as disparities between schools’ access to resources and quality education
(Brown, Wilmot and Ash, 2015). To meet these challenges, it has been emphasized that
teachers’ subject and pedagogical knowledge needs to be strengthened and more
opportunities for teacher training and professional development should be emphasized by
schools and universities for teaching and learning outcomes to be improved (Brown, Wilmot
and Ash, 2015). This research study aims to gain a deeper understanding of what it means
to exhibit teacher professionalism in the foundation phase and how it is linked to effective
classroom practice in South African schools.
2
JOURNAL ARTICLE:
TEACHER PROFESSIONALISM AND EFFECTIVE CLASSROOM PRACTICE IN THE
FOUNDATION PHASE
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
STUDY PRAXIS / CLASSROOM MANAGEMENT (ED4-PRAX1)
AT
CORNERSTONE INSTITUTE
BY
SHANNON JADE SCHOFIELD
(50393)
8 April 2021
, Teacher Professionalism and Effective Classroom Practice in
the Foundation Phase
Shannon J. Schofield, Cornerstone Institute.
Abstract
The study described in this journal article aims to respond to the need to better understand
the concept of teacher professionalism and effective classroom practice at a micro-level in
the foundation phase. This paper will examine theoretical definitions of professionalism in
education and delve into what it means to exhibit professionalism on a practical level.
Additionally, effective classroom practice will be explored to reveal how the two concepts are
inextricably intertwined and essential components in the diverse South African classroom.
Secondary data analysis was used to gain sources for data collection and to gather more
insight into the research question as well as simple observation in foundation phase
classrooms. The research revealed that continuous training and professional development
are key to improving learning outcomes and effective classroom practice.
Introduction
The South African government together with the Department of Basic Education (DBE) has
taken great strides to restructure the education system currently in place to better resemble
the constitution which promotes inclusive education. Although progress has been made
there are still many challenges regarding learners’ ability to meet national curriculum
standards as well as disparities between schools’ access to resources and quality education
(Brown, Wilmot and Ash, 2015). To meet these challenges, it has been emphasized that
teachers’ subject and pedagogical knowledge needs to be strengthened and more
opportunities for teacher training and professional development should be emphasized by
schools and universities for teaching and learning outcomes to be improved (Brown, Wilmot
and Ash, 2015). This research study aims to gain a deeper understanding of what it means
to exhibit teacher professionalism in the foundation phase and how it is linked to effective
classroom practice in South African schools.
2
