FACULTY OF EDUCATION

DEPARTMENT OF TEACHER PROFESSIONAL DEVELOPMENT

PROGRAMME: PGCE: FET

Educational Psychology (Part of a four-module subject)

Primary Lecturer: Dr Sylvester

Weighting 25%

Lectures Mondays

Time 14.00 to 15.30

Venue TBA

2. PURPOSE OF SUBJECT AND ALIGNMENT WITH PROGRAMME

This compulsory subject serves as an introduction to Education concepts and the theories
underlying teaching and learning. Education studies in the PGCE is very closely linked to the
subject Professional Studies. Students are expected to apply their understanding of the
concepts and theories to other subjects in the programme particularly in the various
Curriculum Studies. In this subject, students will examine their assumptions about learners,
learning, forms of knowledge and teaching; demonstrate an understanding of and interrogate
various theoretical perspectives which inform teaching and learning; strive towards social
justice; show an appreciation for the complexity of teaching and learning; demonstrate a keen
sense of reflection and critical thinking and acknowledge and work with the diversity of contexts
that characterize the South African educational landscape.

3 Psychology of Education i.e. the basic theoretical concepts of education and

psychology and psychology of education; lecturer identity from a psychological perspective; the
basic approaches to developmental and learning theories and paradigms.

4. OBJECTIVES (SPECIFIC OUTCOMES)

On completion of this subject, students should be able to:

• Develop an understanding of the history, diversity and complexity of the South African
Education context

• Demonstrate an understanding of theoretical and conceptual perspectives

underpinning educational practice under the following themes: Philosophy of Education;
Psychology of Education; Sociology of Education; Inclusive Education

• Interpret theory and apply in practice.

• Develop acquired knowledge and apply it with insight and thoughtfulness in the
schooling context
• Understand the impact of contextual differences on an individual and his/her family, in
the classroom as well as in society

• Be aware of their own/teachers’ attitudes towards learners especially those who

experience barriers to learning

• Be able to recognise, intervene and offer support to learners who experience barriers to
learning

5. LEARNING MATERIALS

Recommended Reading:

1. Bailey, R., Barrow, R., eds., 2010. The Sage Handbook of Philosophy of Education.
London: SAGE

2. Carl, A. 2009. Teacher empowerment through curriculum development. Cape Town:

Juta.

3. Green, L. 2014. Schools as thinking communities. Pretoria: Van Schaik.

4. Horsthemke, K., Siyakwazi, P., Walton, E. & Wolhuter, C. eds., 2013. Education Studies:
History, Sociology and Philosophy. Cape Town: Oxford

5. TEACHING FOR ALL Study Units 1- 4 British Council / DHET OpenSource

6. Donald, D., Lazarus, S., & Lolwana, P. 2002 (LATEST EDITION).

Educational Psychology in Social Context: Ecosystemic applications in Southern Africa. Cape

Town: Oxford University Press.

7. Landsberg, E., Kruger, D., & Nel, N. (Eds) 2010 (OR THE LATEST EDITION]. Addressing barriers
to learning: A South African Perspective. Pretoria: Van Schaik Publishers (highly recommended)
NB: Buy the latest edition)

8. Education White Paper 6 (must read-download [Link])

9. WCED module on inclusive education (Check WCED website for resources)

NOTE

• Materials will primarily be made available electronically i.e. via Blackboard.

• Additional appropriate learning and reading materials or their sources will be supplied
during the year. References to relevant articles, materials and documents will be provided for
each of the components – students are expected to retrieve them from the library, from
Blackboard or on-line.

• Hardcopies of materials will be provided, when required.

6. TEACHING AND LEARNING METHOD

PRINCIPAL TEACHING / LEARNING METHODS

APPROXIMATE TIME IN %

Lectures (face to face and technologically mediated/ online) 60%

Independent self-study of standard texts, references and specially prepared materials (study
guides, books journal articles). 20%

Class and group discussions and participation 20%

A Blended Learning approach will follow i.e. contact sessions as well as online teaching
sessions.

7. STRUCTURE AND TIME ALLOCATION / LECTURE SCHEDULE

Module Theories (Psychology) of Education (4 sessions)

Lecturer Dr T Sylvester

Topics

• Introduction to Psychology of Education

• An Ecosystemic perspective

• Understanding Human development

• Constructivism and learning

Module Weighting Psychology of Education 25%

8. ASSESSMENT

Assessment Criteria: On completion of this subject, students should provide evidence of having
achieved the following:

• Develop a critical understanding of the of South African Education landscape.

• Ability to develop and communicate their own ideas and opinions in well-formed
arguments, using appropriate academic, professional, or occupational discourse.

• Develop a standpoint and debate the value of a specific theory in education.

• Apply their knowledge of education theory to develop a teaching, learning and

assessment strategy in an autonomous manner.

• Examine their assumptions about learners, learning, forms of knowledge and teaching.

• Demonstrate the ability to use a range of specialized knowledge and skills to identify,
analyse and solve problems relating to FET teaching.

Assessment Tasks: Both formative and summative assessment methods will be employed. The
subject will be assessed through tasks and tests.
ASSESSMENT DUE DATE 28 MARCH

More information will be provided in the various modules

9. SUBJECT EXPECTATIONS:

• Blackboard is the official Learning Management System of CPUT. Students are therefore
expected to consistently consult and use the various features of Blackboard for their learning.

• Absenteeism, late coming, late submissions and technical inaccuracies in submission

procedure are unacceptable. Absence from class and late submissions need to be processed in
the same way as test and exam absenteeism.

• All days referred to in this document are academic days. Most of the learning will
happen in the classroom. Students are expected to attend at least 80% of classes. Students are
required to register their attendance during the lesson by signing the attendance register.

• Those students who miss submission deadlines of assignments and/or tests must
complete an Apology for Absence form (a written explanation/medical certificate) to the
lecturer / secretary within 3 days to avoid being assigned a zero.

• Medical or death certificates are required when you have missed a scheduled test.
These certificates should be handed in to the lecturer concerned or the Departmental secretary
Ms Laeeqah Sylvester.

• All assignments must have a typed cover page, stating the student’s name, student
number and year of study, subject name, topic and lecturer’s initial and surname. All
assignments must be neatly typed in MS word and submitted on time. No handwritten
assignments will be accepted

• Students will be penalised for submitting assignments after the due date. Unless
specific permission has been requested and granted, the following penalization rules apply:

o One day: minus 5%

o Two days: minus 10%

o Three days: minus 15%

o Four days: minus 20%

o After four days:not accepted (0%)

• Scripts/Assignments will be returned, marked, to the students within 10 working days

after submission, in class for checking. They must be returned to the lecturer at the end of the
lecture (for moderation)

• Mark queries should be made within 5 days of receiving the mark. No late adjustments
will be made.

• The Plagiarism Policy will be strictly adhered to. Please familiarise yourself with its
contents.

COURSE OUTLINE EDUCATIONAL PSYCHOLOGY 2025

DATE TOPIC Areas to be covered Mode of delivery Material
17 Feb Introduction to Education Introduction to the course. Lecture /discussion/ Educational
Psychology. Clarification of concepts and power point slides Psychology in Social
definitions. Context pages 15-32.
The place of Educational
Psychology
24 An Ecosystemic perspective Ecological concepts / Educational
Systems theory/ Psychology in Social
Bronfenbrenner’s model of Context pages 34-46
child development /Levels of
systems related to the
education process.
3 Mar Understanding Human Cognitive development. Lecture / discussion/ Educational
development Piaget/Vygotsky/ power point slides. Psychology in Social
Neuroplasticity. Case study context Educational
Psychosocial development Psychology in Social
Erikson. Context pages 47-76
Multiple intelligences
Gardner.
Principals of development
that apply to teaching and
learning.

7 Mar Constructivism and learning Constructivism and learning Lecture /discussion Educational
/Constructivist principles of /case study / power Psychology in Social
practice/Motivation point presentation. context Educational
Psychology in Social
Context pages 77-105
17/2 Task 1 In preparation for the first class please read the necessary pages as indicated.
Point for discussion. Why Educational Psychology?
24/2 Task 2 Prior trading as per pages numbers indicated.
Practical activity will be provided the week before for completion
03/3 Task 3 Prior trading as per pages numbers indicated.
Practical activity will be provided the week before for completion
07/3 Task 4 Prior trading as per pages numbers indicated.
Discussion and preparation for final assessment.