[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-610775-105":59,"doc-detail-610775-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","teacher-professionalisation-path-call-for-comments-oct-2020","Teacher Professionalisation Path - Call for Comments Oct 2020","","Document outlines the SACE research commissioned in 2015–2016 to enhance the status and prestige of the teaching profession and to develop a Council-approved Teacher Professionalisation Path across the teacher education and development continuum. It explains how the path is informed by key national legislation, policy frameworks, and broader professionalisation initiatives, and identifies nine focus areas implemented via Professional Teaching Standards. The text details focus areas such as minimum entry requirements, provisional registration of student teachers, codes of ethics, induction, and final-year provisional registration for newly qualified educators.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-professionalisation-path-call-for-comments-oct-2020/610775/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-professionalisation-path-call-for-comments-oct-2020/610775.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19",true,{"@type":101,"interactionType":102,"userInteractionCount":14},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the purpose of the Teacher Professionalisation Path developed by SACE?","Question",{"text":111,"@type":112},"It defines a structured route across the teacher education and development continuum, guiding how professional standards and registration requirements should be implemented for teachers.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What does Focus Area 1 require for entry into initial teacher education?",{"text":116,"@type":112},"SACE, with stakeholders and higher education institutions, must develop minimum entry requirements aligned with the SACE Professional Teaching Standards, going beyond placement scores to clarify the intended teacher attributes and outcomes.",{"name":118,"@type":109,"acceptedAnswer":119},"How does Focus Area 2 address student teachers’ professional registration and ethics?",{"text":120,"@type":112},"It covers evaluation and accreditation collaboration, intention to professionally register student teachers from first year with tracking through study, and development of a Code of Professional Ethics to guide ethical standards during teaching practice and on campus.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},610775,1792418786,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","1. INTRODUCTION  \nAs part of enhancing the status, esteem and prestige of the teaching profession across the teacher education and development continuum, the SACE commissioned a research on Teacher Professionalisation in 2015 - 2016. The research process involved the SACE stakeholders and employers in the basic and higher education sectors and teaching profession. One of the key research outputs was the Teacher Professionalisation Path (reflected in figure 1 below) which has been consulted on extensively , in terms of its development and design, and approved by council in principle.  \nFigure 1:Council-Approved Teacher Professionalisation Path Across the Teacher Education and  \nDevelopment Continuum.  \nThe development of the teacher professionalisation path was informed by the National Development Plan: Vision 2030 (2012); the SACE Act no. 31 (2000) and amended in the BELA Act no. 15 of 2011 ; the National Policy Framework on Teacher Education and Development (2007); the Integrated Strategic Planning Framework on Teacher Education and Development (2011); National Qualification Framework Act (2019) as amended; and Minimum Requirements to Teacher Education Qualification , amongst others. Also, the teacher professionalisation path is situated in a broader professionalisation impetus initiated by the South African Government in terms of the professionalisation of the public sector. Equally, on the regional and international front, the development of the path took the following frameworks into consideration:  \n• Sustainable Development Goal no.4  \n• Continental Education Strategy for Africa (2016-2025)  \n• Education International and UNESCO Framework for Professional Teaching Standards  \n• Continental Framework of Standards and Competences for the Teaching Profession;  \n• Continental Teacher Qualification Framework;  \n• Teacher Support and Motivation Framework for Africa;  \n• Continental Teacher Mobility Protocol  \n2. UNDERSTANDING THE TEACHER PROFESSIONALISATION PATH  \nThe Teacher Professionalisation Path has nine (9) focus areas which will be implemented across the teacher education and development continuum through the developed Professional Teaching Standards as follows:  \nFOCUS AREA 1: Minimum Requirements for Enrolment into Initial Teacher Education  \nBased on the advisory role of the SACE, Section 5(b) of the SACE Act requires that Council determine minimum requirements for entry into all levels of the teaching profession. Accordingly, it is important that the SACE, together with the Higher Education Institutions, Education Deans Forum, Department of Higher Education, Stakeholder, relevant Quality Councils develop minimum requirements for entry into initial teacher education based on the SACE Professional Teaching Standards. This will assist in going beyond the Advance Placement (AP) Score and begin to define the kind of a teacher to be produced by both the public and private Initial Teacher Education Providers in the Higher Education Institutions. It also for the SACE as a statutory professional regulatory body to determine, what constitutes attributes and outcomes for individuals seeking professional registration with Council?  \nFOCUS AREA 2: Provisional Registration of Student Teachers  \nThis focus area deals with three key issues: Firstly, the SACE must work with the Department of Higher Education on the evaluation of the teacher education and development qualifications. This will be followed by the accreditation of the teacher education and development programmes in collaboration with the Council on Higher Education; and final registration of the CHE accredited qualification on the National Qualifications Framework by SAQA.  \nSecondly, the SACE is intending to professionally register student teachers from first year, and track them throughout their duration of study. This will also assist with the research collaboration with Higher Education Institutions (Academics and Postgraduate Students)– in terms of tracer studies, ","cbCaifN8EskpuKci","https://ap.wps.com/l/cbCaifN8EskpuKci","pdf",313583,"English","# Introduction\n# Understanding the Teacher Professionalisation Path\n## Focus Area 1: Minimum Requirements for Enrolment into Initial Teacher Education\n## Focus Area 2: Provisional Registration of Student Teachers\n## Focus Area 3: Final Year Provisional Registration Newly Qualified Educators\n## Focus Area 4: Newly Qualified Educators","[{\"question\":\"What is the purpose of the Teacher Professionalisation Path developed by SACE?\",\"answer\":\"It defines a structured route across the teacher education and development continuum, guiding how professional standards and registration requirements should be implemented for teachers.\"},{\"question\":\"What does Focus Area 1 require for entry into initial teacher education?\",\"answer\":\"SACE, with stakeholders and higher education institutions, must develop minimum entry requirements aligned with the SACE Professional Teaching Standards, going beyond placement scores to clarify the intended teacher attributes and outcomes.\"},{\"question\":\"How does Focus Area 2 address student teachers’ professional registration and ethics?\",\"answer\":\"It covers evaluation and accreditation collaboration, intention to professionally register student teachers from first year with tracking through study, and development of a Code of Professional Ethics to guide ethical standards during teaching practice and on campus.\"}]","Teacher Professionalisation Path - Call for Comments Oct 2020 | PDF",1792379475,13]