Lecturer (P001535) at North West University

Job description

PURPOSE OF THE POSITION

• The purpose of this position is to contribute to teaching, research, and community engagement in the field of Early Childhood Development and Education, with a specific focus on Mathematics Education in the B.Ed Foundation Phase programme.
• The role includes facilitating learning in both contact and distance modes, using English and Afrikaans as Languages of Learning, Teaching and Assessment. In addition, the incumbent will be expected to advance research and scholarship in Mathematics Education within the ECDE field, including contributions at the postgraduate level.

KEY RESPONSIBILITIES:

Teaching

• Teaching undergraduate Mathematics courses in the subject group using English and Afrikaans as the Language of Learning, Teaching, and Assessment. In both contact and distance modes of delivery.

Programme development

• Development of new modules and study material in Early Childhood Development and Education for Mathematics Education in the different programmes offered.  

Research and supervision

• Research and postgraduate supervision in the field of ECDE Mathematics, with appropriate publications. Furthering of own qualification on a doctoral level in Mathematics in ECDE.

WIL/Supervision       

• Work integrated learning

Administration

• Administrative tasks (including but not exclusive to using the NWU Learning Management System).

Community Engagement

• Community engagement activities

Minimum requirements

• A master’s degree (NQF level 9) in ECDE specializing in Mathematics.
• A minimum of three (3) years’ experience in teaching in an ECDE school environment in both English and Afrikaans.
• A valid membership with SACE.

ADDED ADVANTAGES:

• A minimum of three (3) years’ experience in lecturing in HE on a full or part-time basis.

KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:

• Demonstrates deep understanding of the Foundation Phase Mathematics curriculum (Grades R–3), including number sense, operations, measurement, data handling, and spatial awareness, combined with age-appropriate pedagogical strategies. (essential)
• Plans and facilitates engaging, developmentally appropriate Mathematics learning experiences for pre-service Foundation Phase teachers, using both contact and distance modalities. (essential)
• Supports mathematical understanding through effective use of English and Afrikaans as Languages of Learning, Teaching, and Assessment (LoLTA), and models strategies for teaching multilingual learners. (essential)
• Selects and uses a variety of teaching aids—including concrete materials, pictorial representations, and digital tools—to promote conceptual understanding and active learning. (essential)
• Designs and implements a range of formative and summative assessment strategies to monitor pre-service teachers’ grasp of Mathematics content and pedagogy, and to support responsive teaching. (essential)
• Demonstrates the ability to responsibly and effectively integrate AI tools to enhance Mathematics teaching, learning, and assessment. This includes guiding pre-service teachers to critically evaluate AI-generated content, use AI for lesson planning or formative assessment, and foster digital literacy in young learners. (essential)
• Uses digital platforms and online learning tools effectively to support Mathematics instruction in both contact and distance education settings. (recommended)
• Contributes to community-based initiatives and partnerships aimed at improving foundational numeracy, involving caregivers, teachers, and schools in under-resourced communities. (essential)
• Conducts and supervises research in Foundation Phase Mathematics education, contributing to knowledge production, innovation, and evidence-based teaching practices. (essential)
• Demonstrates proficiency in using computers for academic and administrative purposes, including word processing, presentation software, spreadsheets, learning management systems and online communication platforms. (essential)
• Understands the role of coding and robotics in developing foundational problem-solving and logical reasoning skills. Integrates basic coding and robotics concepts in Mathematics education and prepares pre-service teachers to introduce these concepts in age-appropriate, play-based ways in early learning environments. (desired)

KEY BEHAVIOURAL COMPETENCIES:

• Demonstrates genuine enthusiasm for working with young children and foundational teaching concepts; committed to improving Mathematics teaching and learning at the earliest levels.
• Acts with honesty, fairness, and ethical responsibility in teaching, assessment, research, and community engagement. Respects confidentiality and academic integrity.
• Shows flexibility in adjusting to changing educational environments, diverse student needs, technological shifts, and institutional priorities. Maintains effectiveness under pressure.
• Builds positive working relationships with colleagues, students, schools, and communities. Works effectively within a team, contributes to joint initiatives, and supports shared goals.
• Continuously seeks professional growth, reflects critically on practice, and engages with current trends in Mathematics education, early childhood development, and educational technology.
• Demonstrates creativity and initiative in addressing teaching challenges, curriculum design, and community engagement, especially in resource-constrained environments.
• Values diversity and demonstrates awareness and respect for South Africa’s multilingual and multicultural classrooms, promoting inclusive practices in Mathematics education.
• Communicates clearly and professionally—both orally and in writing—with students, colleagues, and external stakeholders. Adapts communication style to suit different audiences.
• Willing to explore, experiment with, and integrate new technologies—including AI, coding, and digital tools—to improve teaching effectiveness and student engagement.

Apply by: 31 October 2025