THE PORTFOLIO TO SUPPORT APPLIED COMPETENCE IN A SOUTH AFRICAN DISTANCE LEARNING PROGRAMME FOR FOUNDATION PHASE TEACHERS – A CASE STUDY
DOI:
https://doi.org/10.25159/0256-8853/578Keywords:
Foundation Phase teacher education, applied competence, portfolio, self-directed learning, reflectionAbstract
This article reports on a search for a parallel between literature findings based on portfolios for teacher education and the accounts of practising South African Foundation Phase teachers, regarding the way the portfolio supported the development of their applied competence. Teacher responses captured during one-to-one interviews were perused for a possible parallel with findings from international studies to come to a conclusion regarding the way a portfolio could serve to support applied competence in a distance learning programme in the South African context. Literature concurs regarding the way teacher education programmes should support the development of (i)Â pedagogical content knowledge, (ii)Â application of new knowledge in practice, (iii)Â a professional attitude and (iv)Â self-directed learning strategies such as reflective and inquiry learning. Teacher experiences largely coincide with the literature on the value of a portfolio in supporting these components. Recommendations are made regarding the design and delivery of a portfolio as part of a Distance Learning (DL) programme for Foundation Phase teachers to ensure sustained applied competence as outcome.
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Accepted 2015-11-06
Published 2015-11-06
