, ENC1501 ASSIGNMENT 03 PORTFOLIO
DUE DATE: 03 SEPTEMBER 2025
Question 1
Teaching Competencies and Instructional Strategies for Graduate Teachers
1.1 Standards for Graduate Teachers
Professional Knowledge and Pedagogical Expertise
Graduate teachers are expected to demonstrate extensive professional knowledge
that combines subject content mastery with pedagogical expertise. According to
Aitchison, Dixon, Pretorius, Reed, and Verbeek (2018), teachers must be able to plan
and deliver lessons that are coherent, structured, and responsive to the diverse
needs of learners. This includes selecting appropriate teaching strategies, integrating
technology where relevant, and creating learning experiences that develop critical
thinking, problem-solving, and lifelong learning skills. Teachers must also show
flexibility in adapting curriculum content to different learning contexts, ensuring that
instruction is meaningful, inclusive, and aligned with both national curriculum
requirements and best practices in teaching.
Reflective Practice and Professional Growth
Graduate teachers are required to engage in ongoing reflective practice,
systematically analyzing their teaching methods, learner engagement, and learning
outcomes. Reflective practice, as emphasized by Aitchison et al. (2018), allows
teachers to identify strengths and weaknesses in their instructional approaches and
make informed adjustments to improve effectiveness. This standard positions
teachers as self-directed learners who actively seek feedback from colleagues,
mentors, and learners themselves. It also reinforces the notion of professional
accountability, as teachers are expected to evaluate the impact of their teaching on
learner development and continuously refine their practice in response to evolving
educational demands.
Ethical Responsibility and Inclusivity
Ethical conduct and the promotion of inclusive learning environments are central to
the standards for graduate teachers. Graduate teachers are expected to uphold
professional ethics by treating all learners with fairness, respect, and dignity while
DUE DATE: 03 SEPTEMBER 2025
Question 1
Teaching Competencies and Instructional Strategies for Graduate Teachers
1.1 Standards for Graduate Teachers
Professional Knowledge and Pedagogical Expertise
Graduate teachers are expected to demonstrate extensive professional knowledge
that combines subject content mastery with pedagogical expertise. According to
Aitchison, Dixon, Pretorius, Reed, and Verbeek (2018), teachers must be able to plan
and deliver lessons that are coherent, structured, and responsive to the diverse
needs of learners. This includes selecting appropriate teaching strategies, integrating
technology where relevant, and creating learning experiences that develop critical
thinking, problem-solving, and lifelong learning skills. Teachers must also show
flexibility in adapting curriculum content to different learning contexts, ensuring that
instruction is meaningful, inclusive, and aligned with both national curriculum
requirements and best practices in teaching.
Reflective Practice and Professional Growth
Graduate teachers are required to engage in ongoing reflective practice,
systematically analyzing their teaching methods, learner engagement, and learning
outcomes. Reflective practice, as emphasized by Aitchison et al. (2018), allows
teachers to identify strengths and weaknesses in their instructional approaches and
make informed adjustments to improve effectiveness. This standard positions
teachers as self-directed learners who actively seek feedback from colleagues,
mentors, and learners themselves. It also reinforces the notion of professional
accountability, as teachers are expected to evaluate the impact of their teaching on
learner development and continuously refine their practice in response to evolving
educational demands.
Ethical Responsibility and Inclusivity
Ethical conduct and the promotion of inclusive learning environments are central to
the standards for graduate teachers. Graduate teachers are expected to uphold
professional ethics by treating all learners with fairness, respect, and dignity while
