From theory to practice: beginner teachers’ experiences of the rigour of the Postgraduate Certificate in Education programme
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Date
2016
Authors
Nomlomo, Vuyokazi
Sosibo, Zilungile
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This article focuses on how recent graduates perceive the rigour
of the Postgraduate Certificate in Education (PGCE) initial teacher
education (ITE) programme. The article is based on qualitative
data collected from a purposely selected sample of 19 beginner
teachers who graduated from two higher education institutions
that offer PGCE programmes in the Western Cape. Data were
primarily collected by means of open-ended semi-structured
interviews and triangulated through document analysis. Results
revealed how beginner teachers’ conceptions of rigour of the ITE
programme differ considerably from those advocated by experts
on teacher education. The authors of this paper recommend that
if rigour in teacher education programmes is to be understood,
voices of student teachers and other stakeholders (e.g. teachers,
school principals, communities, policy makers) should be included
in the design and development of teacher-education curricula.
Inclusion of these voices might constructively complement existing
conceptions of rigour and influence ITE curriculum policy for the
benefit of all stakeholders. Nonetheless, it should be borne in mind
that some of these conceptions of rigour might not be informed by
theoretical underpinnings and can therefore not supersede those
of the experts.
Description
Keywords
Initial teacher education, Rigour, Beginner teachers, Postgraduate Certificate in Education (PGCE), Policy
Citation
Nomlomo, V., & Sosibo, Z. (2016). From theory to practice: beginner teachers' experiences of the rigour of the Postgraduate Certificate in Education programme. Perspectives in Education, 34(1), 199-215.