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Professional Development Framework for Digital Learning

The purpose of the Department of Basic Education's Professional Development Framework for Digital Learning is to provide guidelines for professional development, specifically in order to ensure competent educators who “use Information and Communication Technologies to enhance teaching and learning” and leaders and support staff who are able to facilitate the development of educator digital learning competencies. The primary target audience of this Framework is therefore teacher trainers, school leaders and teachers, e-learning specialists and curriculum subject specialists.
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Curriculum framework for literacy teaching in Initial Primary Teacher Education

The purpose of this Framework is to provide guidelines for the professional development of competent educators who can teach reading and writing in the various South African official languages. It is aimed at the university teachers, leaders and support staff who are able to facilitate this development, and particularly language and literacy subject specialists. However, role players at all levels will be implicated in the implementation of this Framework. This framework has been presented at two national consultative meetings and is now in its sixth edition. A first consultative workshop on this Framework was held on 25 and 26 January 2019 and this version is the result of revisions based on recommendations from the workshop and other submissions.
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Work Integrated Learning

Towards developing a synergistic partnership between key stakeholders responsible for Work Integrated Learning within Teacher Education and Development at macro- (e.g., DHET, DBE, SACE, EDTP-SETA), meso- (e.g., universities and provinces – Department of Education) and micro-level (e.g., universities, identified districts and potential teaching schools and professional practice schools); and dDeveloping a flexible, adaptable and sustainable clinically-based work integrated learning curriculum framework
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Teaching Practice: Guidelines for Initial Teacher Education Programmes

A comprehensive guide that should be read as a supplement to the latest gazetted edition of The Minimum Requirements for Teacher Education Qualifications. It seeks to bring about a common understanding of what comprises teaching practice and to ensure greater consistency in the workplace-based experience for all student teachers, given the centrality of that experience to the formation of the teachers of the future. This is a framework to build, maintain, and sustain a teaching practice partnership, which joins the needs of a university and local schools in the preparation of highly effective teachers to meet the needs of all learners. The document provides a clear blueprint for all involved in facilitating quality workplace-based placement experiences.
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Knowledge and Practice Standards for primary teacher education graduates: language and literacy

These draft standards were prepared by members of the Consolidated Literacy Working Group of the Primary Teacher Education Project (PrimTEd). These have been discussed within the group, examined at a national consultation, and revised accordingly. They are now open for a further consultation and it must be emphasized that they are draft standards, standards are only truly such when they are recognized by the appropriate authority or authorities. They are standards that apply specifically to initial language and literacy teacher education with a specific focus on: • Developing new graduate teachers’ ability to teach literacy in African languages as home or additional languages, with a special focus on reading and writing; • English as a First Additional language with a special focus on reading and writing; and on using English as the medium of instruction across the curriculum • Developing new graduate teachers’ ability to teach literacy in English as a home or first additional language in multilingual contexts.
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