BTE2601 Assignment 5 PORTFOLIO |CLEAR DETAILED ANSWERS|- DUE 8 0ctober 2025

BTE2601
Assignment 5

PORTFOLIO
DUE: 8 0ctober 2025

, BTE2601 ASSIGNMENT 5: PORTFOLIO OF EVIDENCE

EXPLORING THE SEVEN ROLES OF EDUCATORS: A PORTFOLIO OF THEORY,
PRACTICE, AND PERSONAL REFLECTION

by

[ NAME/S & SURNAME]

[STUDENT NUMBER]

MODULE CODE: BTE 2601

MODULE TITLE: Becoming a Teacher




Bachelor of Education (B.Ed)




COLLEGE OF EDUCATION




UNIVERSITY OF SOUTH AFRICA




LECTURERS:

PROF NP KHUMALO

PROF DW MNCUBE

PROF MC MAPHALALA

SPECIALIZATION: MATHEMATICS EDUCATION (SENIOR PHASE)




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,STUDENT DECLARATION FORM

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES COLLEGE OF
EDUCATION UNIVERSITY OF SOUTH AFRICA

I (full names):

Student number: Module: BTE2601

Declare that:
1. I understand what plagiarism entails and am aware of the University’s policy
in this regard.
2. I declare that this assignment is my own, original work. Where I used someone
else’s work, whether a printed source, the internet, or any other source, I give
the proper acknowledgement and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my
own.
4. I did not allow and will not allow anyone to copy my work with the intention
of submitting it as his or her own work.


Signature: Date: _________________




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, TABLE OF CONTENTS
1.1 Introduction .............................................................................................................................. 4
1.2 Specialist in a phase, subject, discipline, or practice ................................................................ 5
1.3 Learning mediator ..................................................................................................................... 8
1.4 Interpreter and designer of learning programmes and materials.......................................... 12
1.5 Leader, administrator, and manager ...................................................................................... 16
1.6 Scholar, researcher, and lifelong learner ................................................................................ 21
1.7 Assessor .................................................................................................................................. 26
1.8 Community, citizenship, and pastoral role ............................................................................. 32
1.9 Conclusion ............................................................................................................................... 37




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, 1.1 Introduction (Approx. 200-300 words)

This portfolio explores the seven roles of educators as outlined in the Department of
Higher Education and Training (DHET) Policy on Minimum Requirements for Teacher
Education Qualifications (2015). These roles define the professional standards
expected of qualified teachers in South Africa and form the foundation of effective
teaching practice. The seven roles include: 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.

This portfolio specifically examines these roles within the context of Senior Phase
Mathematics education (Grades 7-9). Mathematics teaching in South African schools
faces significant challenges, including poor learner performance in national and
international assessments, mathematics anxiety, inadequate resources, and historical
inequalities (Spaull & Kotze, 2015). Senior Phase mathematics teachers must therefore
demonstrate sophisticated professional competence across multiple dimensions to
address these systemic challenges while supporting diverse learners' mathematical
development.

The portfolio is structured to provide three perspectives on each role. Firstly, a
theoretical perspective examines each role through academic literature, particularly the
prescribed textbook "Becoming a Teacher" (Joubert, Becker & Sebatane, 2021), policy
documents, and mathematics education research. Secondly, an in-service teacher
perspective presents insights from interviews conducted with three experienced Senior
Phase mathematics teachers working in different South African contexts. Finally,
personal reflection sections engage critically with implications for my own development
as a future mathematics educator.

Understanding these interconnected roles is essential for developing as a competent,
reflective mathematics teacher capable of fostering mathematical literacy, problem-
solving abilities, and positive attitudes toward mathematics among South African
learners. This exploration demonstrates my emerging understanding of the multifaceted


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