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Title:Work-integrated learning skills: a comparison of teachers' perceptions about the PGCE with those of student teachers in the Nelson Mandela Metropole
Authors:Mahomed, C.C.
Singh, P.
Year:2011
Periodical:Africa Education Review (ISSN 1814-6627)
Volume:8
Issue:3
Pages:504-528
Language:English
Geographic term:South Africa
Subject:teacher education
Link:https://www.tandfonline.com/doi/pdf/10.1080/18146627.2011.618700
Abstract:The purpose of the Postgraduate Certificate in Education (PGCE) is to accredit a generalist educator's qualification that caps an undergraduate qualification. As an access requirement, student teachers are required to have appropriate prior learning which leads to general foundational and reflexive competencies. The PGCE qualification focuses mainly on developing practical competencies reflexively grounded in educational theory. Hence, the objective of the present study was to investigate the perceptions of student teachers with those of their school mentors about the PGCE as a qualification to develop the students' work-integrated learning (WIL) skills. The target population comprised of student teachers who qualified with the PGCE at the Nelson Mandela Metropolitan University (NMMU) and their school-based mentors in the Nelson Mandela Metropole (NMM) in the Eastern Cape. Data were obtained by means of two structured questionnaires: one for the student teachers and the other for the mentors. The research design compared the perceptions of student teachers and their mentors regarding the classroom practice and performance of these students. The study findings support the hypothesis that the PGCE at the NMMU contributes to the development of the WIL skills of student teachers in the NMM. Bibliogr., sum. [Journal abstract]
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