OPV 112 GROUP 96
BECOMING A TEACHER IN SOUTH AFRICA APRIL
10, 2025
UNIVERSITY OF PRETORIA
Mr Hentie Visagie
OPV GROUP 96
Nompumelelo Buthelezi,25573986
Sihle Kanyiwe,25181239
Tsireledzo Masithi,25154207
Melokuhle Tshabalala,25377142
Question 1
a. Motivations
• Love of subject matter, (Smith,2020).
• Making a difference in students/learners' lives.
• Job security.
b. Love of subject matter- teachers have passion for teaching, they love teaching and enjoy teaching
hence they want to inspire the same energy to
Making a difference in students'/learners' life- Techers choose the profession of teaching because they
want to enrich and sharpen the young minds of students so they can succeed. Most teachers change the
lives of students/learners for the better during school time and in the long run (Johnson,2019).
Job security- Teaching provides job security and employment, teaching will always be needed in schools
therefore as a teacher or pursuing teaching already gives an individual the clarity and opportunities of
employment in other countries (Garcia& Wess,2019).
There are various reasons why these motivations are important, the first being that they assist teachers
with overcoming challenges that they may face during their teaching journey which may leave them
feeling slightly discouraged.
c. Responsibilities
1. Ongoing assessments and feedback- educators should always assess their learners’
understanding of the content they are being taught by giving them assessments, which will assist
with tracking the number of learners who understand the content and the number of learners that
need assistance (Havris,2020).
2. Creating effective learning environment- Educators should have classrooms that make every
learner feel wanted, welcome, valued and respected. They should support the learners with
achieving their goals. Teachers should also try utilizing different methods of teaching that will help
each and every learner without making the learners that need more time to grasp information feel
left out.
3. Maintaining a professional relationship- Educators should not show any favoritism towards certain
learners as that may some learners feel unwelcome and neglect their schoolwork and become
rebellious. Teachers should offer support to each and every student in order to create trust and
open communication, which will encourage learners to ask their teachers for help whenever they
need it (Taylor,2022).
d. Responsibilities
Educators play a very crucial role in the learners’ lives, they also play multiple roles. They are not only
teachers but parents, counsellors, and so much more you can think of, and all their time, what they do,
when they do it, how they do it and when, this simply means that educators are supposed to create
lesson plans, give the learners assessments and also communicate with parents not only on consultation
days but rather every day. All the points mentioned above may affect the teachers who cannot balance
their personal lives with work which may cause some serious issues on their physical and mental
wellbeing due to the stress and pressure they are faced with.
Examples:
1. Making a difference in the lives of learners- a teacher might help a learner that is struggling with
understanding a certain topic or how to read through personalized support.
2. Love- Teachers who give out love to their learners often get a large number of learners performing
extremely well in their subject, this is because the learners feel the love, warmth and passion put
in by the teacher during class.
In this classroom scenario, the educator cultivates a
nurturing educational atmosphere, urging student
engagement and self-assurance. The educator's
role is clear in steering conversations and creating
an environment where each student feels valued.
Driven by the progress of the students, the educator
enables young learners to articulate their thoughts
and take proactive steps.
Question 2
a.1. Diversity of languages.
2. Socio-economic inequalities.
3. Cultural norms and values.
b. 1. South Africa has 11 official languages, and this linguistic diversity already impacts teaching.
Teachers often need to negotiate multilingual classrooms and adopt their teaching methods to
ensure inclusivity and understanding for learners from various language backgrounds.
2. Historical disparities from apartheid continue to affect education. Many learners come from
disadvantaged communities where access to quality resources like textbooks, technology or even a
conductive learning environment is limited. This places additional pressure on teachers to find
innovative ways to support their students.
3. South Africa’s rich cultural heritage influences teaching practices and classroom interaction.
Teachers often need to consider and respect cultural differences, including traditions, beliefs and
community expectations, to create an environment that is respectful and inclusive for all learners. c. 1.
Language diversity
Impacts on the curriculum: Schools need to cater for learner’s home languages while also
teaching in English or Afrikaans, which are often used as mediums of instructions. This can create
language barriers, particularly for students learning in a language they aren't fully comfortable
with, affecting comprehension and performance.
2. Teacher challenges: Teachers must often juggle multiple languages in the classroom, requiring
additional training in multilingual education strategies. This complexity can lead to disparities in the
quality of education delivered.
3. Access to resources: In poorer areas schools may lack basic infrastructure, learning materials,
and technology. This limits learners' opportunities to learn in a supportive environment, widening the
achievement gap between wealthy and underprivileged communities.
4. Dropout rates: Economic hardships often force learners/ students to leave school early to support
their families, affecting the overall education level in these communities.
5. Teacher workload: Education in under resourced schools may face larger class size and additional
responsibilities, impacting their ability to provide individual attention to learners.
6. Inclusivity and sensitivity: Teachers must create an inclusive environment that respects various
cultural traditions, from how subjects are taught to how discipline is handled. Misunderstanding or
neglecting cultural values can alienate learners or create conflicts in the classroom.
7. Community expectations: Some communities might prioritize certain cultural or religious teachings
over formal education, shaping what is emphasized in the classroom.
d. 1. Gender Inequality in Education in Rural India- In many rural areas of India, traditional gender
roles have historically limited education opportunities for girls. Families often prioritize boys’
education, while girls are expected to assist with household chores or marry early. This has led to
higher dropout rates among girls, perpetuating cycles of poverty and limiting their career aspects.
2. Language Barriers in South Africa- South Africa’s diverse linguistic landscape poses challenges in
education. Students/ learners whose first language is not English or Afrikaans may struggle in schools
where these are the primary languages of instruction. This can affect their academic performance and
access to higher education opportunities.
3. Caste System’s Impact on Education in India- The caste system in India has historically influenced
access to education. Students/ learners from lower castes often face discrimination and limited
resources, which can hinder their academic progress. Efforts to address these disparities, such as
affirmative action policies, aim to create more equitable educational opportunities.
This compilation emphasizes important
sociocultural influences—such as customs,
family, cuisine, music, rites, and heritage—
that significantly shape the identities and
experiences of learners. In the South African
educational setting, teachers must manage
and appreciate this diversity, ensuring
inclusive and culturally responsive education.
Acknowledging these factors nurtures respect,
narrows social divides, and empowers
students by providing culturally pertinent
education.
Question 3
a. 1. Specialized Knowledge and Training
It is very crucial for an individual to have specialized knowledge gained through education, training and
experience which is required to qualify for a profession. These skills are needed by a professional in
order for them to perform their duties in an effective way.
2. Ethical Standards and Code of Conduct
A professional is expected to adhere to a set of ethical standards and codes of conduct, these codes are
enforced by a professional organization, and they govern certain areas such as confidentiality, integrity,
responsibility and conflict of interest.
3. Accountability and Responsibility
A professional must be accountable for their actions and decisions, and it could happen that they make a
mistake in which they will be required to take a responsibility in ensuring that the mistake is rectified as
soon as they possibly can.
They may face disciplinary actions if they fail to meet the professional standards.
c. 1. Specialized Knowledge and Training
In order for an individual to be considered a teacher, they are required to have certification and verified
documents that state which institution they went to in order to obtain knowledge and training for their
profession (H. Visagie,2024)
2. Ethical Standards and Code of Conduct
Teachers are expected to carry themselves in a certain manner and also follow the code of conduct, of
the institution/school they are performing their duties at. "Be it in teaching or any other profession, codes
of ethics exist for at least two interrelated reasons to reinforce public trust in the profession and guide
professional conduct” (Abbott,1988; Banks,2003; Sockett,1990).
3. Accountability and Responsibility
This profession is interconnected with the roles and duties of educators. Teaching is about shaping
minds, fostering growth and ensuring that students receive a fair, supportive and effective education.
Teachers are also held accountable to multiple stakeholders, including parents, learners, administrators
and society.
d. 1. In order to be considered as a professional teacher in South Africa you must have proof of
certification and verified documents which briefly state the institution you went to for higher education
and training.
2. Society expects teachers to carry themselves in a way they feel is proper, should a teacher have a
different take on that then he/she will be considered as unfit to teach the children of the society.
3. As a teacher you are also considered as a parent to the learners. Should anything occur, the
teacher is supposed to take responsibility and may be held accountable for anything that happens to the
learners.
e. Propose a strategy to address misconceptions.
Parent-teacher workshops may be an easy way to address misconceptions. When everyone knows and
understands the role an educator plays, it eventually makes it easier for them to understand the pressure
faced by teachers and also it could help create a better relationship between parents and teachers which
would also be impactful towards the learners’ education.
f. Professional identity plays an important role in teaching because it shapes how educators view
themselves, their roles and responsibilities in the classroom and broader educational system. Teachers
get influence on how they engage with their learners, colleagues and the educational community.
Teaching is characterized by guidance and active
engagement, where the teacher facilitates
learning while encouraging student participation.
It reflects a learner-centered approach that
supports curiosity, inclusion, and confidence-
building.
References
Abbott,A.(1988). The system of professions: An essay on the division of expert labour. Chicago,IL
University of Chicago Press.
Banks,S.(2003). From oaths to rulebooks: A critical examination of codes of ethics for the social
professions. European Journal of Social Work, 6(2), 133-144.
Sockett,H.(1990). Accountability,trust, and ethical codes of practice.In. J.Goodlad, R.Soder,& Sirotnik,K
(Eds.), The moral dimensions of teaching (pp.224-250). San Francisco,CA: Jossey-Bass.
Unknown Author. (2025, January 27). Presenting to the class with her teacher [Photograph]. Teachers of
Tomorrow. https://www.teachersoftomorrow.org/blog/insights/reasons-why-teachers-play-a-crucialrole-in-
society/
PDHPE.net. (n.d.). Sociocultural factors. PDHPE.net. https://pdhpe.net/better-health-
forindividuals/what-influences-the-health-of-individuals/the-determinants-of-health/sociocultural-factors/
Global Travel and Tourism Partnership. (n.d.). Teacher training in South Africa [Photograph]. GTTP.
https://www.gttp.org/retrospective-part-1/teacher-training-south-africa/
Assignment 3: Group Project
DECLARATION OF COMMITMENT AND AUTHORSHIP
This year, OPV 112 module will be presented both online and face-to-face. The
Department of Humanities Education is committed to assisting you in completing your
academic year successfully but we also need your commitment. As OPV 112 staff, we
shall provide you with timeous, relevant and easy-to-follow guidelines for completing
each online assignment and quiz. An online tutor will be available to support you with
any queries. We (tutors and lecturers) shall also be available for content-related
queries. Please consult clickUP Announcements for our availability schedule. As a
student, you are expected to take responsibility for your own learning (self-regulated
learning). You will need to set learning goals, be self-disciplined as you work each day,
and actively engage with the module content to demonstrate that you have mastered
the module content.
In OPV 112, we place great emphasis on integrity and ethical conduct in the online
environment. If you are uncertain about what is expected of you, contact the online
tutor, module tutors or your lecturer before you submit any work on the clickUP link. It
is your responsibility to immediately inform lecturers of any problems you might
experience with technology or access to the Internet so that they can note your
challenge and attempt to assist you or introduce alternative measures.
Declaration:
1. I understand and declare that it is my responsibility to access the online
course material on a daily basis.
2. I commit myself to attend class in person and to fully engage with fellow
classmates.
3. I declare that completing this assignment is my own work, and I fully
understand the consequences of any unethical practice on my part.
4. I understand plagiarism and am fully aware of the University of Pretoria’s
policy. I thus declare that all work in this submission is my original work and
has been written in my own words. All citations from published or unpublished
works have been acknowledged in-text and referenced in full. I have not
plagiarised from Assignment 3: Group Project
any printed or electronic sources nor have I made use of another student’s work,
submitting it online as my own. I have not allowed nor will I allow anyone to
copy my work with the intention of presenting it as his or her own. I fully
understand the consequences of unethical academic practice.
5. I acknowledge that my work will not be accepted unless the declaration
has been completed, signed with an electronic signature, and attached
to my assignment. In such an instance, I will forfeit the marks for the
assessment.
6. I acknowledge that I have read and understood the content of the aforesaid in
terms of the Declaration of Commitment and Authorship.
Name & Surname Student Contribution Student Signature
Number
(u1234567)
Tsireledzo Masithi 25154207 Question1,cover
images,reference
Sihle Kanyiwe 25181239 Question 2 S.Kanyiwe
NompumeleloButhelezi 25573986 N.Buthelezi
Question 3,Typing
Melokuhle Tshabalala 25377142 Question 1 M.Tshabalala
