The minimum requirements for teacher education qualifications
(MRTEQ) draws attention to the complexity of teaching as an
activity that is premised upon the acquisition, integration and
application of different types of knowledge practices or learning.
As such, all initial teacher education programmes in South Africa
should be designed such that they include disciplinary knowledge,
pedagogical knowledge, practical knowledge, fundamental knowledge
and situational knowledge. These types of knowledge
underpin a teacher’s ability to facilitate meaningful learning in the
classroom, which in turn facilitates higher education’s responsiveness
to societal needs.
In this article, we reflect on the faculty’s recent curriculum
renewal journey towards designing a coherent and rigorous B.Ed.
programme. We locate our curriculum renewal journey in critical
theory and our new curriculum itself is grounded in humanising
pedagogies, critical reflection and inquiry. We also describe the
consultation and collaborative processes we engaged in to ensure
that our new B.Ed. programme would be responsive to the needs
of our students and society.