Context of Portfolio 

I believe that teachers are the gardeners who nurture the seeds of knowledge within learners, helping them to grow and flourish within the garden of the education system. Like a skilled gardener tending diverse crops, a teacher cultivates each learner with care, adapting to their unique needs to foster a thriving educational ecosystem. My favorite quote that guides and I apply to my History lesson is one by historian and write David McCullough which says “History is who we are and why we are the way we are” this quote encapsulates both the purpose and reason why we study history and further communicates the value of History not just as a school subject but as a body of knowledge that holds the past, present and future of all mankind.

In the education sector an e-portfolio is a digital collection of a teacher’s work, achievements and reflections. An e-portfolio can also include skills, knowledge and competences that a teacher has gained in their practice, it showcases the personal and professional development over time. As a History teacher this e-portfolio serves as my personal digital collection of work, achievements and most importantly my practice reflections which will showcase my development both as an individual and as a professional pre-service teacher. In this portfolio I will be sharing with the global community my work as a teacher; this includes lesson plans, assessments tools and strategies. I will also be sharing reflections on my journey from first year up to fourth year; I will also draw from my life experiences both as an individual and as part of the global community of educators. I will also showcase my pedagogical skills, strengths and weaknesses as well as how I integrated technological tools and resources in my practices. This portfolio will provide other teachers, assessors as well other relevant stakeholders with tangible evidence of development. It will furthermore, demonstrate my understanding of both technological pedagogical content knowledge and teaching strategies that are specific to History.

Context of Work Integrated Learning

In January and April 2024 I was a school in Mzinti, Mpumalanga for my work integrated learning. This particular school was in my opinion one of the schools where I was given the opportunity to fully enact my teacher agency as a student teacher under the guidance of my mentor teachers. I was exposed to a lot of classes that have different learners as well; this provided me with an opportunity to comprehensively engage with my profession. In my history lessons I had numerous challenges, firstly the class I was allocated to was overcrowded with sixty eight learners; secondly the school was not technologically advanced and they did not permit learners to carry their phones and this was a challenge because it meant that I could not effectively engage the learners in technological resources, These were the two most challenging issues I experienced. In each lesson I would have a minimum of 56 learners and in other occasions I would have 35 learners. This was because of the surrounding community of the school, most of the people in the community had little value for education as many of the population are people who have dropped out of school. This created a ripple effect where it became a cultural behavior to bunk classes and drop out of school. This issue caused a slow development for my teaching because I could not keep track of the learners’ development as well as mine. The lack of technological tools also restricted my effectiveness of digital teaching and learning, I had to use my personal resources to integrate the tech tools in the class. This experience has encouraged me to further my studies in educational technology in order to go back and equip other teachers in disadvantaged communities with strategies to integrate technological resources in their lessons.  

                                              Biographical Background 

In this section I will reflect on my life and professional journey into teaching my drawing my history and background and how they influenced my choice to be a teacher. I never saw myself as a teacher growing up, even though I admired those who took on the role. My journey towards teaching began unexpectedly in grade 11, when I found myself tutoring grade 8 and 9 learners after school. At that time it was more of an extracurricular activity, a way to help peers and earn some experience, but I did not yet feel that it was my calling, and I use the word „calling‟ purposefully. It was not until I entered university that my perspective shifted. There, I came to appreciate the intricate and vast world of teaching. Seeing firsthand the challenges and rewards that come with guiding others‟ learning sparked something within me, igniting a passion that would grow deeper over the years. 

As I continued to delve into the world of education, I became increasingly committed to the process of becoming a teacher. The commitment became evident in 2020, during the COVID-19 lockdown. Like many others, I found myself looking for ways to contribute amid the challenges of the pandemic. I joined a tutoring service that provided extra lessons to high school learners, helping them navigate the disruptions to their education. This experience was pivotal for me. It gave me a glimpse into the significant impact a teacher can have, not just in academic terms but as a source of stability and support during uncertain times. It also made me realize the importance of adaptability and resilience qualities that would prove essential in my journey. My dedication to teaching has continued to shape my identity over the years. I understood early on that being an effective educator in the 21st century requires a commitment to lifelong learning. To that end, I undertook further training in adolescent psychology and 4IR digital literacy. These additional skills were not just about professional development; they were about preparing myself to meet the needs of modern learners who face unique challenges and opportunities in a digital world. 

In 2023, I took another significant step in my teaching journey by starting my own tutoring services. This time I focused specifically on tutoring homeschooled learners, working with learners in a more personalised and flexible setting. This experience gave me invaluable insights into the dimensions of blended learning and the importance of tailoring education to individual needs. My teaching philosophy is deeply rooted in my values. As a Black Consciousness thinker, I am driven by a desire to see black communities thrive and succeed. Teaching, for me, is a platform through which I can help learners gain the quality education and skills they need to advance themselves and their families. Additionally, my Christian faith plays an essential role in my professional life. It reminds me that purpose goes beyond personal success. I am here to serve those around me, to uplift my community, and to inspire a love for learning that will carry my learners forward. Teaching is not just a job for me anymore; it is a calling, a means to make a meaningful difference in the lives of others. 

                                                                            WORKING PORTFOLIO 

1. Instruction Design in the discipline 

2. the curriculum of the discipline 

3. assessment in the discipline 

Reflective portfolio 

Teaching Philosophy Statement

As a Pan Africanist and Black Consciousness thinker, my passion is to see African societies thriving through education, self-discovery and decolonialism. I envision a future where African societies practice the sustainability of their indigenous knowledge and value systems and integrating them within modern education. I also draw from egalitarianism, and I seek to foster societal transformation through education driven by the belief that equality and access to quality learning can uplift communities. As a teacher; I am committed to these goals and working to promote a holistic understanding of education that values African heritage and advocates for social justice.

My teaching philosophy is deeply rooted in emancipatory pedagogy, as proposed by Paulo Freire, which emphasizes the role of education in liberating individuals and societies from oppression (Freire, 1970). I view learning as a means to empower learners, encouraging them to critically engage with content, challenge assumptions and advocate for social change. I also draw from upon the concept of computational thinking to develop problem solving skills in learners, as this approach prepares them for a digital world while fostering analytical thinking. My philosophy also reflects principles from Johari’s Window which is a model for understanding self-awareness and interpersonal relationships (Luft, 1969) which I use to help students gain insight into their personal growth and the power of collaboration. Moreover, I am inspired by Lawrence Stenhouse’s (1975) notion of enlightenment and worthwhile education which prioritises meaningful, transformative learning experiences over rote knowledge.

To actualise my philosophy in the classroom I utilise blend of learning theories that include connectivism, constructivism, cognitivism and collaborative learning. Connectivism underpins my approach to digital literacy and highlights the importance of understanding how knowledge is distributed across networks (Siemens; 2005) I also embrace constructivism, where learners actively build their understanding through experience, ensuring they are active participants in their education (Piaget, 1970). Cognitivism guides my teaching strategies by emphasizing the development of mental processes and retains information (Bruner, 1960) Collaborative learning fosters teamwork and peer interaction, especially in building a community of learners who support and learn from one another (Vygotsky, 1978). Through these frameworks I aim to create an inclusive and dynamic learning environment that supports the holistic development of each learner.

                                       Professional Development (Artifacts)   

                                                     Reflection  

This reflection is based on my experiences of learning the Department of Higher Education and Training course and my four years of training as a History teacher. According to the University of Johannesburg prospectus for the Bachelor of Education 2023 “the faculty of Education strives to prepare teachers who are caring, accountable and critically reflective about who, what, how, and why of teaching in a diversity of contexts.” In my four years I have been thoroughly trained and exposed to a multitude of learning theories, teaching practices and research based on the teaching profession. I have interacted with local and global like-minded thinkers who are pioneers in the education sector. And because of the ever changing 4IR terrain and the outbreak of the COVID-19 I have been exposed to three phases of learning, namely; online learning which started in 2020 until late 2021, then the university shifted to a blended learning approach where we could interact in person and online and lately we have been exposed to fully contact classes which are heavily integrated with technological tools. And these experiences have shaped how I perceive education, the teaching and learning process as well as the future of education globally.

 Throughout the four years I have gained an understanding of learning and development in learners, through the modules I have been extensively trained to understand how learning takes place for different people, the work of Neil Fleming’s VARK model (1987) has exposed me to the four different learning styles and why it is important we as teachers are aware of these learning styles in our classes. Through the work of authors such as Wilson (2006) I have been able to identify and address the needs of learners through differentiated and interactive teaching strategies.  All these are crucial tools that every History teacher should have. Through the use of these theories and learning models I have been able to achieve the goals and aims of being an effective history teacher. These include the development of critical thinking skills; I believe that History is an important subject for skills acquisitions and our goal as history teachers is to develop the ability to think critically in learners, they should not only question the ‘why’ but they should also question the ‘how’ of historical events and should also be able to see the effects of these events in the present and in the future, other skills include computational thinking skills and research analytical skills. The other goals and aims of a history teacher includes; historical awareness, empathy and ethical understanding, social responsibility. Another important goal that I aim to achieve as a history teacher is to promote decolonial and inclusive perspectives, nowadays it is easy for people to lose their indigenous knowledge systems and values because of globalization and modernity, unfortunately for many pre-marginalized societies are at risk of losing their identity. However, through History we as teachers are able to promote decolonial narratives and utilise inclusive teaching methods and strategies.

In my understanding as a student and pre-service history teacher the concepts and attributes of a history teacher include the following; firstly, a passion for History, apart from having a passion to teach history teachers should also have a passion for history as a body of knowledge, an enthusiasm for history is easily transferable to learners. Secondly open mindedness and empathy; history teachers should always be open minded to different perspectives and new developments while also being empathetic of the journeys of others. History teacher cultivate an promote an inquiry based learning environment they can do this by focusing on developing the learners’ critical, analytical and research skills, encouraging them to question and explore historical events. Digital literacy and agency are part of the 21st century skills that history teachers need and need to forester in their lessons, it is important that history teachers use digital tools and resources in their practice. These are my goals as a history teacher and I will continue to draw from them as I teach and grow within the profession.