BTE2601
Assignment 2 2025
Unique number:
Due Date: 14 July 2025
QUESTION 1
1.1 Applying the Concept of Reflection-in-Action to Learner Disengagement
Reflection-in-action refers to a teacher’s ability to think and respond thoughtfully during a
lesson while teaching is still in progress (Korthagen et al., 2001). It means being aware
of what is happening in the classroom and making immediate adjustments to improve
learning.
Imagine a Grade 8 EMS lesson where learners are visibly disengaged , some are
staring out the window, others are whispering to each other, and very few are answering
questions. Noticing this, the teacher reflects in the moment and realises that the topic
(forms of ownership) is being delivered in a way that is too theoretical and not linked to
learners’ real-life experiences.
In response, the teacher decides to quickly change the approach by introducing a
relatable example, comparing a family tuckshop (sole trader) to a well-known fast-food
chain (company). Learners are asked to identify the differences based on what they
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
QUESTION 1
1.1 Applying the Concept of Reflection-in-Action to Learner Disengagement
Reflection-in-action refers to a teacher’s ability to think and respond thoughtfully
during a lesson while teaching is still in progress (Korthagen et al., 2001). It means
being aware of what is happening in the classroom and making immediate
adjustments to improve learning.
Imagine a Grade 8 EMS lesson where learners are visibly disengaged — some are
staring out the window, others are whispering to each other, and very few are
answering questions. Noticing this, the teacher reflects in the moment and realises
that the topic (forms of ownership) is being delivered in a way that is too theoretical
and not linked to learners’ real-life experiences.
In response, the teacher decides to quickly change the approach by introducing a
relatable example — comparing a family tuckshop (sole trader) to a well-known fast-
food chain (company). Learners are asked to identify the differences based on what
they already know from their communities.
This immediate shift in strategy helps re-engage the learners, as the content now
feels more relevant and easier to understand. This shows how reflection-in-action
can improve learner participation and lesson effectiveness.
1.2 (2 ANSWERS PROVIDED)
Using Bronfenbrenner’s Theory: The Microsystem and Its Impact on Learner
Performance (5 marks)
The microsystem is the closest layer to the learner in Bronfenbrenner’s ecological
systems theory. It includes direct environments such as the home, school, family,
and peer group where the learner has frequent interactions (Bronfenbrenner, 1979).
For example, if a learner comes from a supportive home environment where parents
are involved in their education — helping with homework, attending school events,
and encouraging good study habits — this support strengthens the learner’s
motivation and academic performance.
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
Such positive involvement from the microsystem builds confidence and a sense of
responsibility in the learner, which often leads to better participation and
concentration in class. On the other hand, if the home environment is filled with
conflict or neglect, the learner may come to school distracted, anxious, or
unprepared, which negatively affects their classroom performance.
Therefore, the microsystem plays a vital role in shaping learner behaviour, attitude,
and success within the classroom setting.
OR
Impact of the Macrosystem on Learner Performance
According to Bronfenbrenner’s ecological systems theory, the macrosystem refers
to the broader societal, cultural, economic, and political values and norms that
influence all other systems in a learner’s environment.
For example, in South Africa, the macrosystem includes high levels of poverty,
unemployment, and inequality. These socio-economic factors can shape learners'
experiences by limiting their access to quality nutrition, stable housing, or
educational resources.
In the classroom, a learner from a low-income household may arrive hungry or
without basic school supplies. This directly affects their ability to focus, participate in
group activities, or complete homework. The teacher might also notice that such
learners are often absent or tired during lessons.
This example shows how the macrosystem — through the impact of poverty and
inequality — can negatively influence learner performance. Understanding this helps
the teacher adopt a more empathetic and supportive approach, such as offering
flexible deadlines or using inclusive teaching methods to support all learners.
1.3. Ethical Responsibilities of a Teacher Towards Learners According to the
SACE Code of Ethics
1. Respecting Learners’ Dignity and Rights
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.
Assignment 2 2025
Unique number:
Due Date: 14 July 2025
QUESTION 1
1.1 Applying the Concept of Reflection-in-Action to Learner Disengagement
Reflection-in-action refers to a teacher’s ability to think and respond thoughtfully during a
lesson while teaching is still in progress (Korthagen et al., 2001). It means being aware
of what is happening in the classroom and making immediate adjustments to improve
learning.
Imagine a Grade 8 EMS lesson where learners are visibly disengaged , some are
staring out the window, others are whispering to each other, and very few are answering
questions. Noticing this, the teacher reflects in the moment and realises that the topic
(forms of ownership) is being delivered in a way that is too theoretical and not linked to
learners’ real-life experiences.
In response, the teacher decides to quickly change the approach by introducing a
relatable example, comparing a family tuckshop (sole trader) to a well-known fast-food
chain (company). Learners are asked to identify the differences based on what they
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
QUESTION 1
1.1 Applying the Concept of Reflection-in-Action to Learner Disengagement
Reflection-in-action refers to a teacher’s ability to think and respond thoughtfully
during a lesson while teaching is still in progress (Korthagen et al., 2001). It means
being aware of what is happening in the classroom and making immediate
adjustments to improve learning.
Imagine a Grade 8 EMS lesson where learners are visibly disengaged — some are
staring out the window, others are whispering to each other, and very few are
answering questions. Noticing this, the teacher reflects in the moment and realises
that the topic (forms of ownership) is being delivered in a way that is too theoretical
and not linked to learners’ real-life experiences.
In response, the teacher decides to quickly change the approach by introducing a
relatable example — comparing a family tuckshop (sole trader) to a well-known fast-
food chain (company). Learners are asked to identify the differences based on what
they already know from their communities.
This immediate shift in strategy helps re-engage the learners, as the content now
feels more relevant and easier to understand. This shows how reflection-in-action
can improve learner participation and lesson effectiveness.
1.2 (2 ANSWERS PROVIDED)
Using Bronfenbrenner’s Theory: The Microsystem and Its Impact on Learner
Performance (5 marks)
The microsystem is the closest layer to the learner in Bronfenbrenner’s ecological
systems theory. It includes direct environments such as the home, school, family,
and peer group where the learner has frequent interactions (Bronfenbrenner, 1979).
For example, if a learner comes from a supportive home environment where parents
are involved in their education — helping with homework, attending school events,
and encouraging good study habits — this support strengthens the learner’s
motivation and academic performance.
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
Such positive involvement from the microsystem builds confidence and a sense of
responsibility in the learner, which often leads to better participation and
concentration in class. On the other hand, if the home environment is filled with
conflict or neglect, the learner may come to school distracted, anxious, or
unprepared, which negatively affects their classroom performance.
Therefore, the microsystem plays a vital role in shaping learner behaviour, attitude,
and success within the classroom setting.
OR
Impact of the Macrosystem on Learner Performance
According to Bronfenbrenner’s ecological systems theory, the macrosystem refers
to the broader societal, cultural, economic, and political values and norms that
influence all other systems in a learner’s environment.
For example, in South Africa, the macrosystem includes high levels of poverty,
unemployment, and inequality. These socio-economic factors can shape learners'
experiences by limiting their access to quality nutrition, stable housing, or
educational resources.
In the classroom, a learner from a low-income household may arrive hungry or
without basic school supplies. This directly affects their ability to focus, participate in
group activities, or complete homework. The teacher might also notice that such
learners are often absent or tired during lessons.
This example shows how the macrosystem — through the impact of poverty and
inequality — can negatively influence learner performance. Understanding this helps
the teacher adopt a more empathetic and supportive approach, such as offering
flexible deadlines or using inclusive teaching methods to support all learners.
1.3. Ethical Responsibilities of a Teacher Towards Learners According to the
SACE Code of Ethics
1. Respecting Learners’ Dignity and Rights
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.
