A Personalized Education Curriculum System (PECS) represents an educational framework designed to cater to the distinct characteristics and future aspirations of individual students. It is an individualized curriculum system aimed at guiding learners toward their career paths through a meticulously crafted program of assessment and an innovative teaching plan. The PECS prioritizes a balanced blend of theoretical and practical education with a strong orientation toward future prospects. This curriculum is a responsive instrument that promotes individuality and a career-oriented approach, as opposed to the conventional mass education system where future doctors, pilots, politicians, actuaries, and chefs, among others, share one classroom, one teacher, and one teaching style. PECS aims to shield learners from engaging in irrelevant subjects unrelated to their chosen career paths; for instance, an aspiring engineer may find no practical use for English literature (e.g., “Romeo and Juliet” or “Hamlet”), while advanced trigonometry may present a formidable obstacle for a budding journalist or lawyer. This comprehensive curriculum system strives to provide clarity and relevance to the teaching and learning process. Furthermore, PECS mandates a specific type of teacher to effectively implement its policies. Therefore, this article endeavours to delineate the characteristics of the teacher envisioned within the PECS framework.
Numerous studies have sought to define the qualities of an exemplary teacher, including works by Sani et al. (2010), Ida (2017), and Shimray (2020), among others. Some common attributes delineated in these studies converge on the idea that an exceptional teacher serves as a motivator, an attentive listener, maintains a democratic approach, exhibits dedication and talent, possesses an amiable disposition, remains impartial, adheres to principles, and maintains a congenial demeanor (Shimray, 2020). Ida (2017) also shares insights from research conducted in 1998, revealing that a commendable teacher combines friendliness with a sense of discipline, demands rigor while being understanding, demonstrates consistency, objectivity, fairness, patience, and respect, and exhibits a high level of education. A proficient teacher assumes roles as both a friend and a master while possessing extensive subject knowledge. These findings encompass additional facets of a distinguished teacher, such as nurturing a student’s personality, addressing individual needs, maintaining discipline, punctuality in lesson delivery, problem-solving skills, and a willingness to undertake supplementary responsibilities (Ida, 2017).
However, the aforementioned descriptions of an exemplary teacher lack a comprehensive framework for understanding what precisely constitutes an outstanding educator within the PECS paradigm. PECS envisions an exceptional teacher through four vital dimensions, namely assessment, curriculum differentiation, pedagogy, and activism. PECS envisions a teacher who excels as an assessment specialist. Given that education revolves around the curriculum that students undertake, it is imperative to establish clear and comprehensible assessment standards once a curriculum is promulgated. A teacher lacking a profound background in assessment, no matter how punctual or personable, cannot be deemed a proficient educator. A capable educator should embody the role of an assessor, possessing a profound understanding of assessment standards and the underlying rationale for assessing students. According to UNISA (2015), assessment for learning can take various forms, including teachers posing questions and students responding during lessons. Well-constructed questions form a logical chain of reasoning, guiding learners from the familiar to the unfamiliar, from the simple to the complex, from theory to practice, or vice versa. This endeavour underscores the need for an assessment specialist rather than a teacher learning assessment skills on the job.
Furthermore, an outstanding teacher is a pedagogical expert. Bullock (2017) cites Farquhar (2003) in defining pedagogy as the facilitation of diverse students’ access to knowledge, activities, and opportunities that build upon previous learning, foster the development of learning skills, and establish a solid foundation for further education within the context of early childhood curriculum goals. In simpler terms, pedagogy encompasses a teacher’s approach to teaching, encompassing their instructional methods, feedback mechanisms, and the assessments they employ. When referring to the pedagogy of teaching, it denotes how a teacher conveys curriculum content to the class. A proficient teacher should thus possess pedagogical expertise. This expertise constitutes one of the most crucial dimensions of a distinguished teacher. A commendable teacher should demonstrate profound knowledge and adaptability within their subject area, fostering academic confidence in both themselves and their students. Mere possession of the title of teacher does not inherently confer academic confidence; instead, this confidence is cultivated through pedagogical acumen. This underscores the notion that respect from students is earned through pedagogical expertise, not merely through exemplary conduct outside the classroom. Consequently, the questionnaire directed to students from the research conducted in 1998 highlights the students’ response “A good teacher has the ability to make teaching material comprehensible to students” (Ida, 2017:144), and emphasizes the paramount significance of content knowledge.
Lastly, an exceptional teacher is an activist in the realm of education. Activism in this context does not entail public protests or demonstrations but instead involves active engagement in educational matters through participation in forums, scholarly publications, continuous professional development, and ongoing discourse on subject-specific issues. In essence, a distinguished educator remains actively involved in the educational community, transcending the boundaries of the classroom. The concept of a “lifelong learner” emerges from the necessity for teachers to sustain active involvement in diverse educational facets, encompassing curriculum development, management, education law, educational systems, and more. In elucidating the seventh role of an educator, Joeme (2023) asserts that effective teachers must commit to ongoing professional development, which includes staying abreast of curriculum changes, teaching methodologies, engaging in professional development opportunities, and collaborating with teacher unions in South Africa for support and advocacy. An educator of such calibre holds more significance than one characterized solely by friendliness and approachability.
These concerns prompted the development of the Personalized Education Curriculum System (PECS). Rooted in a humanistic approach and drawing from established curriculum theories and competency-oriented education, PECS places practical assessments at the core of evaluating students’ pertinent skills, aptitudes, and values necessary for effective participation in modern society. PECS emerged as a response to dissatisfaction with the conventional, modernist curriculum system in South Africa, akin to the advent of postmodernism. It seeks to liberate learners from a curriculum lacking progressive elements and incapable of providing differentiated learning suitable for all students. Similar to the historical emergence of progressivism, PECS serves as a transformative and qualitative curriculum system, aiming to address the confusion stemming from curriculum inconsistencies. PECS is committed to providing students with valuable insights into the practical workings of the professional world during their formative years of schooling. This unique feature not only underscores the relevance of PECS but also serves as a wellspring of inspiration for the entire educational community in South Africa and the broader African context. This perspective envisions an enhanced education system, one that can be realized through the successful implementation of such an innovative approach.
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Cite this publication: XABA, S.S. 2023. The Concept of the Ideal Teacher within the Framework of Personalized Education Curriculum Systems (PECS). https://simnandisolutions.co.za/post/
Bibliography
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Joeme, 2023. Seven Roles of a Teacher in South Africa.https://www.eafinder.com/za/seven-roles-of-a-teacher-in-south-africa/. Date of Access: 13 September 2023