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Rank order, percentage, mean score (M) and standard deviation (SD) of student teachers' opinion by means of total sample (n=30) of the knowledge they gained from the module
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The Norms and Standards for Educators (2000) recognises a well-defined community, citizenship and pastoral role as one of seven roles of a competent and qualified educator. In 2005 a module dealing with the pastoral role was introduced as part of the Postgraduate Certificate in Education (PGCE – Senior Phase and FET) programme in the institution un...
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... student teachers see the variable teacher selfesteem as a negative, because the mean score for the variable was less than 3.5, namely 3.21. Table 2 summarises the rank order, percentage, mean score and standard deviation of student teachers' opinion of the knowledge they gained from the module. The student teachers (N=30) who were sampled put the 8 variables in the following numerical order. ...Similar publications
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Citations
... As teachers engage daily with learners, they should deal with learners' psychosocial challenges when they arise and not wait for specialist help. However, the pastoral role of the teacher is often overlooked by schools and teacher education institutions (Schoeman 2012). Considering the mental health challenges present in the South African educational context (Artz et al. 2016), a key finding from the Annual Report of the South African Human Rights Commission (2017) was that there is considerable underinvestment in mental health by the South African government. ...
Background: This review explores the pastoral role of early childhood development (ECD) teachers through a trauma-informed lens, grounded in neuroscience. Traumatised learners experience neurobiological changes that hinder cognitive and physical functioning. The review highlights the importance of pastoral support in ECD because of learners’ increasing mental health needs. Teachers must be equipped with various strategies to support emotional development, and collaborate with school nurses, counsellors, and psychologists, especially those specialising in ECD, to foster learners’ well-being and growth.Aim: This study aimed to examine the ECD teacher’s pastoral role, informed by neuroscience, in supporting learners with childhood trauma.Setting: The study focuses on ECD teachers in South Africa working with young learners affected by trauma.Methods: A contextual and conceptual literature review was conducted using inclusion and exclusion criteria. Data were analysed through hermeneutics and interpretivism.Results: Understanding neuroscientific principles can transform the ECD teacher’s role, offering insights into trauma’s neurological effects. Teachers can implement resilience-building strategies and create trauma-informed environments that support learners’ emotional, cognitive, and social development.Conclusion: Neuroscientific theories can reshape the ECD teacher’s pastoral role, fostering safe, trusting spaces for learners’ growth. This approach helps to mitigate the effects of trauma, promoting resilience and social competence in learners, and contributes to a supportive learning environment.Contribution: Trauma-informed, neuroscience-based practices enable ECD teachers to prioritise empathy, safety, and trust, addressing the needs of traumatised learners and promoting resilience through early intervention.
... This is a module that places a teacher in a pastoral care role in addition to his or her responsibilities in educating the learners. This module is important as it can prepare the teacher to deal with other social aspects of the learner other than their educational needs (Schoeman 2012;cf. Hadebe 2023). ...
Theological curriculum in South African universities is comprised of disciplines such as church history, the Old Testament, the New Testament, systematic theology, missiology and practical theology. Theology has been approached through these disciplines and their interaction with each other in an intradisciplinary way. This article argues that theology needs to be done beyond theological disciplines through an interdisciplinary approach to increase its influence in a public university such as the University of South Africa (UNISA). The limitations and drawbacks of this approach are discussed. A brief history of theological studies at UNISA is also discussed to understand how the curriculum of theology has been approached in the past. An interdisciplinary approach is proposed to maximising the research profile of theology through research outputs and postgraduate supervision. In addition, this approach can attract graduates from other fields such as law, medicine, commerce and so forth. An interdisciplinary approach is relevant in designing and developing short learning programmes to attract students to study theology. The development of interdisciplinary niche areas is also important
in attracting postgraduate students. Lastly, the approach is pivotal in avoiding theology’s possible dearth and death in a public university.
Presented here are the cases of two secondary social studies teachers who were participants in a larger research endeavor designed to examine the enduring effects of a preservice teacher preparation program rooted in problem-based historical inquiry (PBHI) on their in-service beliefs and practices. The study was designed to revisit graduates of this teacher preparation program after they completed their induction into the profession. The two teachers selected for closer examination in this piece had relatively similar preservice teacher experiences and taught in the same city school system. Findings indicate that the preservice program continued to impact both to some extent. However, their current beliefs about social studies teaching and their typical classroom practices differed greatly. Evidence suggests that these differences may be attributed to their personal dispositions and their conceptions of the role of the teacher.
