BTE2601
Assignment 5 PORTFOLIO 2025
Unique Number:
Due Date: 8 October 2025
TABLE OF CONTENTS
1.1 INTRODUCTION .................................................................................................. 3
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 ................................... 9
1.7 ASSESSOR........................................................................................................ 11
1.8 COMMUNITY, CITIZENSHIP, AND PASTORAL ROLE ..................................... 12
1.9 CONCLUSION ................................................................................................... 14
1.10 REFERENCES ................................................................................................. 14
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
TABLE OF CONTENTS
1.1 INTRODUCTION .................................................................................................. 3
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 ................................... 9
1.7 ASSESSOR ....................................................................................................... 11
1.8 COMMUNITY, CITIZENSHIP, AND PASTORAL ROLE ..................................... 12
1.9 CONCLUSION ................................................................................................... 14
1.10 REFERENCES ................................................................................................. 14
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
1.1 INTRODUCTION
This portfolio focuses on the seven key roles of a teacher as outlined in the
Department of Higher Education and Training (DHET) Policy Framework on Teacher
Education (2015). These roles are essential in preparing competent and reflective
practitioners who can effectively navigate the complex educational landscape in
South Africa. The portfolio offers a comprehensive review of each role—learning
mediator, interpreter and designer of learning programmes and materials,
leader/administrator/manager, scholar/researcher/lifelong learner,
community/citizenship/pastoral role, assessor, and subject/discipline/phase
specialist.
The DHET policy (2015) positions these roles as foundational to quality teaching and
learning, shaping how teachers interact with learners, the curriculum, and broader
communities. In this portfolio, I explore each role through three lenses: a theoretical
discussion based on scholarly literature, real-life insights gathered from practising
teachers, and personal reflections as a developing educator. This structure allows for
a holistic understanding of the multifaceted nature of teaching.
Understanding the multiple roles of a teacher is vital for any aspiring educator.
Teachers are not merely transmitters of knowledge; they are facilitators, leaders,
carers, and professionals responsible for shaping learners’ development. Through
this portfolio, I aim to deepen my awareness of these responsibilities and
demonstrate my readiness to embrace each role in future classroom practice.
1.2 SPECIALIST IN A PHASE, SUBJECT, DISCIPLINE, OR PRACTICE
Theoretical Perspective
A subject or phase specialist is a teacher who possesses in-depth knowledge of their
subject content, the relevant curriculum, assessment policies, and how to teach that
content effectively within the specific grade phase. The Department of Higher
Education and Training (DHET) outlines this role as one of the seven critical teacher
competencies that ensure effective classroom teaching and learning (DHET, 2015).
According to Gravett, DeBeer and Du Plessis (2019), subject specialists not onlyDisclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 5 PORTFOLIO 2025
Unique Number:
Due Date: 8 October 2025
TABLE OF CONTENTS
1.1 INTRODUCTION .................................................................................................. 3
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 ................................... 9
1.7 ASSESSOR........................................................................................................ 11
1.8 COMMUNITY, CITIZENSHIP, AND PASTORAL ROLE ..................................... 12
1.9 CONCLUSION ................................................................................................... 14
1.10 REFERENCES ................................................................................................. 14
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
TABLE OF CONTENTS
1.1 INTRODUCTION .................................................................................................. 3
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 ................................... 9
1.7 ASSESSOR ....................................................................................................... 11
1.8 COMMUNITY, CITIZENSHIP, AND PASTORAL ROLE ..................................... 12
1.9 CONCLUSION ................................................................................................... 14
1.10 REFERENCES ................................................................................................. 14
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
1.1 INTRODUCTION
This portfolio focuses on the seven key roles of a teacher as outlined in the
Department of Higher Education and Training (DHET) Policy Framework on Teacher
Education (2015). These roles are essential in preparing competent and reflective
practitioners who can effectively navigate the complex educational landscape in
South Africa. The portfolio offers a comprehensive review of each role—learning
mediator, interpreter and designer of learning programmes and materials,
leader/administrator/manager, scholar/researcher/lifelong learner,
community/citizenship/pastoral role, assessor, and subject/discipline/phase
specialist.
The DHET policy (2015) positions these roles as foundational to quality teaching and
learning, shaping how teachers interact with learners, the curriculum, and broader
communities. In this portfolio, I explore each role through three lenses: a theoretical
discussion based on scholarly literature, real-life insights gathered from practising
teachers, and personal reflections as a developing educator. This structure allows for
a holistic understanding of the multifaceted nature of teaching.
Understanding the multiple roles of a teacher is vital for any aspiring educator.
Teachers are not merely transmitters of knowledge; they are facilitators, leaders,
carers, and professionals responsible for shaping learners’ development. Through
this portfolio, I aim to deepen my awareness of these responsibilities and
demonstrate my readiness to embrace each role in future classroom practice.
1.2 SPECIALIST IN A PHASE, SUBJECT, DISCIPLINE, OR PRACTICE
Theoretical Perspective
A subject or phase specialist is a teacher who possesses in-depth knowledge of their
subject content, the relevant curriculum, assessment policies, and how to teach that
content effectively within the specific grade phase. The Department of Higher
Education and Training (DHET) outlines this role as one of the seven critical teacher
competencies that ensure effective classroom teaching and learning (DHET, 2015).
According to Gravett, DeBeer and Du Plessis (2019), subject specialists not onlyDisclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
