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Too few mathematics teachers have the expertise to apply baseline assessment for differentiated learning in mathematics classes. This empirical study was conducted in a focus group of sixty learners and three teachers in a grade four mathematics class. It proved that teachers of mathematics in elementary grades could profitably learn to conduct baseline assessments; developing activities to benchmark learners' abilities and learning needs. The exploratory research design was utilized to set up the general sample and the focus group, and mixed research methods; qualitative and quantitative instruments to collect data and analyzing data. The records of scores obtained by learners from the assessment activities and the interviews with teachers were the main sources of data. Data analysis followed quantitative procedures and presented in figures and categorized them in frequency distribution tables. Findings highlighted that learners can reach their optimal levels in learning mathematics in a free and flexible environment. This paper concludes that the lack of knowledge about how to conduct baseline and its value is one of the attributes of the high failure rate of children in the middle class. This article recommends the consideration of baseline assessment to be an essential aspect of a continuous professional development program for mathematics teachers.

The Department of Higher Education intends to transform the traditional education theories and practices in the education and training of teachers for the twenty-first century. The attributes of a competent and qualified teacher underpin the envisaged changes in the curriculum to aptly prepare teachers. However, the realizations of the intentions of the department appear to be in vain. Accordingly, the current case studies conducted through qualitative procedures aimed to investigate how teacher educators adhere to the proposals of the Minimum Requirement of Teacher Education Qualifications (MRTEQ). The data gathered through the analysis, of course, guides intended to search for the link between the Life Science curriculum content knowledge and the plan to assess the competences promulgated by the South African Qualification Authority (SAQA). The findings pointed out that the course guide indicated learning outcomes, critical outcomes, and course and module outcomes; however, the assessment criteria were not aligned to the learning outcomes, module outcomes, and assessment techniques or tools. Therefore, the study recommends that academics in teacher education should explore and reflect on the models that could explicitly measure the performance of competencies (foundational, practical, and reflexive) authentically and reliably.

The views and experiences presented in this chapter highlight the initiative of the teacher educator to adapt ideas that characterise twenty-first century teachers. An emerging trend in teacher education and training pioneers critical thinking and reflective classroom practice which are considered to be pillars for the development of competent teachers who are equipped with theoretical and applied competences. The foundations of conceptual ideas shared in this work are: 'engagement scholarship' and 'critical reflections' , which propose the discourse in the education and training. Critical analysis of these two broad concepts provides a conceptual framework to articulate techniques and strategies to engage prospective teachers in collaborative learning activities. The observations of engagement and critical reflective collaborations of students were analysed. The findings of the action research contribute to the practical knowledge of engagement scholarship and development of critical reflective practitioners. This chapter upholds the perception that the shift from traditional practices and strategies entails analysis of the needs of teachers in a democratic, open and non-discriminatory society. The findings of the action research prove that prospective teachers have the potential to develop pedagogical content knowledge, which is relevant to real-life classroom experience.