A Reflection on Preparing PGCE English Pre-Service Teachers for Effective Teaching Practices

Datos Bibliográficos

ID22257275
AutoresPeter Merisi (0000-0001-7753-8034, University of the Witwatersrand, autor de correspondencia), Sindisiwe Cynthia Msani (0000-0001-5350-5748, University of the Witwatersrand), Sindisiwe Msani (University of the Witwatersrand), Favour Mba (University of the Witwatersrand)
Año2023
Páginas1174-1183
Fecha de publicación2023-10-09
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaE-Journal of Humanities Arts and Social Sciences (JOURNAL)
Identificadores de la revistaISSN: 2720-7722 • E-ISSN: 2720-7722
EditorialNoyam Publishers (PUBLISHER)
DOI10.38159/ehass.20234101
OpenAlexW4387459618
IdiomaEN
Citas recibidas1
Referencias citadas14

This paper argued that Postgraduate Certificate in Education (PGCE) students in South Africa, as well as other nations of the globe, deserve more attention than their undergraduate counterparts in terms of the training and support they receive at the teacher education programmes. The paper is a reflection journal of a PGCE English grammar lesson, and the observation revealed that the PGCE students had certain knowledge expectations before they enrolled in the teaching profession. It further indicated that such expectation was a function of their prior learning experiences and current experiences of learning in the teacher education programme. The findings from the observation revealed the knowledge gap in their training which the students themselves deem a powerful force in the formation of their professional identity as teachers in training. It is therefore argued in this paper that such a gap, if not well addressed, may leave educationists in a situation where they continue to produce graduate teachers who are not just ill-prepared but who also lack confidence in themselves as well as the institutions that trained them. The paper thus has two implications for practice: implications for PGCE curriculum development and implications for a reflexive pedagogy in PGCE classes in the teacher education programmes in South Africa and globally. Keywords: PGCE Pre-service Teachers, Teacher Education, Curriculation, Pedagogic Practices, Reflexive Pedagogy

Certificate in Education · Curriculum · Education policy · Higher education · Mathematics education · Pedagogy · Political science · Professional development · Reflexivity · Sociology · Student teacher · Syllabus · Teacher education · Collaborative Teaching and Inclusion · Education · Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation