Yearbooks

Programme: BEdHons Educational Psychology

Code Faculty Duration Credits Download
09240092 Faculty of Education Duration of study: 2 years Total credits: 128
Contact:
Dr AH du Plessis
[email protected]
+27 (0)124205503

Admission requirements

A bachelor’s degree from a recognised university with:

  •  Psychology III
  •  Education III or Pedagogics IV

Although this qualification will enable students to apply for the MEd in Educational Psychology , it is an academic programme and does not lead to registration as professional counsellor or psychometrist.

 

 

 

 

Additional requirements

There is a selection process for students applying for this programme.

Examinations and pass requirements

Subject to exceptions approved by the Dean, on the recommendation of the head of the department, a student may not sit for an examination for the honours degree more than twice in the same module.

A final-year student who has failed a maximum of three semester modules or their equivalent, with a final mark of at least 40% in each, may be admitted by the Dean to a special examination/s in these modules during January of the following year, provided that this will enable the student to comply with all the requirements for the degree.

Research information

A research project is compulsory and must be handed in for examination, as prescribed by the particular department.

Pass with distinction

The degree is conferred with distinction on a student who has obtained an average of at least 75%, with a minimum of 70% in each module.

Minimum credits: 128

When the full-time option is chosen, all "Fundamental" and "Core" modules must be selected. When the part-time option is chosen, NMQ 745, EDS 711, CDD 710 and KGG 730 must be selected in the 1st year and NMQ 755, LDS 730, NOS 780 and LOT 730 must be selected in the final year.

Fundamental modules

  • Module content:

    Supervised research project of limited scope. Application of quantitative and/or qualitative research methods. Writing a research report and presenting a research paper in a team. Classes will be directed towards using real-life examples from educational contexts, through which students learn the theory and methods associated with various approaches to research. It will includea sound foundation in the understanding of meta-theories and the application of the philosophical underpinnings within educational research.

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  • Module content:

    Guided literature research, formulation of a conceptual framework and development of a research proposal for a supervised research project of limited scope.

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Core modules

  • Module content:

    Principles and foundations of curriculum/programme design and development. International and national models and trends in curriculum/programme development. Principles of outcomes-based programming in the SAQA context. Curriculum development models and instruments in action. Situation and task analysis needs assessment. Development. Dissemination. Implementation as a change process. Assessment and evaluation.

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  • Module content:

    The nature of educational enquiry: contexts of research, research ethics, truth, rationality, subjectivity and objectivity; Quantitative and qualitative modes of enquiry, research designs and data collection techniques. Various approaches to qualitative research including case study research, historical research, ethnographic research, and action research. Basic concepts and principles of quantitative research. Statistical techniques in the educational research process. Survey methodology and questionnaire design. Classification and graphical representation of data. Descriptive measures. Statistical inference. Data-processing procedures. Parametric versus non-parametric tests. Some test statistics (e.g. F-Test and T-test). Formulating a research methodology for a limited project.

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  • Module content:

    Meta-theories in education. Empiricism; rational empiricism; critical rationalism; critical theory; phenomenology; hermeneutics; system theory; philosophies in education: traditional philosophies; indigenous (African) philosophies. The influence of modernism and postmodernism on education. Sociological imperatives for education. Theories of societal change and roles and values of education. Comparative perspectives on learning theories and their meaning for education.

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  • Module content:

    The Life design module aims to provide an overview of career theories with emphasis on the life design paradigm in a South African career counselling context. This module will equip students with the knowledge and skills required to provide meaningful and relevant career guidance services by applying the principles of major career theories alongside the principles of life design. Students will be introduced to using career information and education to foster career development. Students will learn how to facilitate the process of life design with learners in order to enable them to construct a career in equilibrium with other life demands.

     

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  • Module content:

    The Socio-emotional health and wellbeing module is aimed at educating students in the proactive promotion of wellbeing through socio-emotional learning and socio-emotional competence. It lays the theoretical foundation for informing stakeholders how students, teachers, parents and significant caregivers can help, guide and support (young) people in order to understand how they act in the family system and society context. The module explores systemic support strategies in contexts of high need. The module furthermore aims to assist students in developing the socio-emotional skills of people (especially younger people). 

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  • Module content:

    The Learning diversity module aims to introduce the theory of effective learning and barriers to learning. It will discuss enablers of effective learning, how barriers to learning can be addressed, the implications of inclusion when accommodating learners with barriers to learning, and how learning can be facilitated in multilingual contexts. It reviews the assessment of difficulties in reading, spoken and written language, mathematics, perceptual development as well as non-verbal learning challenges.

     

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The information published here is subject to change and may be amended after the publication of this information. The General Regulations (G Regulations) apply to all faculties of the University of Pretoria. It is expected of each student to familiarise himself or herself well with these regulations as well as with the information contained in the General Rules section. Ignorance concerning these regulations and rules will not be accepted as an excuse for any transgression.

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