From theory to practice: Beginner teachers’ experiences of the rigour of the Postgraduate Certificate in Education programme

dc.contributor.authorNomlomo, Vuyokazi
dc.contributor.authorSosibo, Zilungile
dc.date.accessioned2018-06-25T09:04:45Z
dc.date.available2018-06-25T09:04:45Z
dc.date.issued2016
dc.description.abstractThis 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.en_US
dc.description.accreditationIBSS
dc.identifier.citationNomlomo, 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.en_US
dc.identifier.urihttp://dx.doi.org/10.18820/2519593X/pie.v34i1.14
dc.identifier.urihttp://hdl.handle.net/10566/3831
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisher© UV/UFSen_US
dc.rightsThis is the author-version of the article published online at: http://dx.doi.org/10.18820/2519593X/pie.v34i1.14
dc.status.ispeerreviewedTRUE
dc.subjectPre-service teacher educationen_US
dc.subjectRigouren_US
dc.subjectBeginner teachersen_US
dc.subjectPostgraduate Certificate in Education (PGCE)en_US
dc.subjectPolicyen_US
dc.titleFrom theory to practice: Beginner teachers’ experiences of the rigour of the Postgraduate Certificate in Education programmeen_US
dc.typeArticleen_US

Files

Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
Nomlomo_From-theory_2016.pdf
Size:
1.71 MB
Format:
Adobe Portable Document Format
Description:
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description: