Critical reflections on the PGCE (Foundation Phase) qualification in South Africa

Clare Verbeek

doi:10.4102/sajce.v4i3.225

Abstract

There is a crisis in provision of quality teaching in the foundation phase of schooling in South Africa. This article argues that the Postgraduate Certificate in Education (Foundation Phase) (PGCE(FP)) has potential to help address this crisis. The article draws on data from university admission policies, focused discussion between teacher educators from six universities, and a survey of registered PGCE(FP) students at one of these institutions. Through an examination of criteria for admission to the qualification, the article considers which students could potentially be recruited into teaching via the PGCE(FP). The value of students’ academic maturity is highlighted in relation to the duration and content of the curriculum, and in terms of knowledge and motivational effects on children taught by these teachers. It is recommended that admission criteria for the PGCE(FP) should allow recruitment of graduates from a wider variety of academic backgrounds, and it is argued that this qualification should be seen as part of a continuum of professional learning and that teachers with a baccalaureate are well skilled to be active lifelong professional learners. Specific suggestions are made for further research to develop a full analysis of the distinct contribution the PGCE(FP) can make to the early years teaching profession.

Highlights

When the South African Department of Higher Education and Training (DHET), in partnership with the European Union (EU), set up the ambitious support programme ‘Strengthening Foundation Phase Teacher Education’ in 2011 (Green, Parker, Deacon & Hall 2011; RSA DHET 2012), it signalled a crucial and growing recognition in South Africa that the foundations for success in schooling are laid in the early years of a child’s life
Prejudice from within the profession about the length of the Postgraduate Certificate in Education (PGCE)(FP) programme appears to result from preconceived ideas about how people learn to teach; what teacher training should involve; and whether relevant content knowledge is adequately provided by undergraduate degrees from all South African universities
We need to open up discussion about what a newly qualified foundation phase teacher should be able to know and do, and the constrained time period available for the postgraduate certificate provides an important challenge and valuable opportunity for teacher educators to identify what is essential

Summary

Introduction

Further research is needed regarding the nature and content of degrees obtained from different types of institutions, including the graduate attributes of each, in order to inform design of PGCE programmes Bringing students with such academic backgrounds into teaching helps to strengthen the profession. Students’ academic strength and maturity is of value to the education system in at least three respects: at the level of institutions of higher learning, it influences the design and content of teacher development curricula, while at the level of schools it has both knowledge and motivational effects on children taught by these teachers; in addition, such students have the potential to contribute much needed research in the field of early years education. With regard to the issue of entrance qualifications, the forgoing discussion suggests that students should be admitted to the PGCE(FP) on the basis of having completed a coherent academic bachelor’s degree

Content knowledge for FP teaching

Flexible admission criteria

Findings

Conclusion and recommendations