Abstract
Postgraduate Certificate in Education (PGCE) student teachers participate in work-integrated learning to develop their professional skills by critically reflecting on their school experience. This study examined how PGCE student teachers perceived Communities of Practice during their work-integrated learning. This study adopted a generic qualitative research design and involved a group of PGCE student teachers at a South African university. Data, which was thematically analysed, was generated by means of reflective group discussions and summaries. The study was underpinned by the Cultural Historical Activity Theory as the underlying theoretical framework. The study revealed that student teachers perceived Communities of Practice as a sustainable and collaborative means through which their professional practices can be enhanced. In addition, Communities of Practice are viewed as an effective catalyst to strengthen school management in its broadest sense. Contextually appropriate recommendations for strengthening initial pre-service teacher training within the broader South African context are provided.
Highlights
As part of teacher training, Postgraduate Certificate in Education (PGCE) student teachers participate in work-integrated learning (WIL) to develop their professional skills by critically reflecting on their practicum experiences
As a means to develop their professional skills, pedagogical knowledge, classroom management skills, and pedagogical content knowledge (PCK) (Shulman 1987), the PGCE student teachers are afforded opportunities to critically reflect on their school experience through participation in work-integrated learning
In view of the practical considerations outlined in this regard, we argue that affordances of viable and sustainable Communities of Practice can be harnessed to enhance professional skills of PGCE student teachers as they largely have minimal experience of teaching practice
Summary
As part of teacher training, Postgraduate Certificate in Education (PGCE) student teachers participate in work-integrated learning (WIL) to develop their professional skills by critically reflecting on their practicum experiences. On completion of a two-week long WIL early in the year, student teachers participate in an educational excursion in which they are given a chance to cooperatively reflect on their concerns, problems, and challenges with a view to reach a common goal (Wenger 1998) The purpose of this exercise is to improve student teachers’ professional skills, pedagogical content knowledge (PCK), and classroom management through learning in community. Individuals consider reasons and their way of thinking by examining the foundation of their understanding such as beliefs, values, attitudes, and assumptions (Mayes 2001) In support of this notion, Cochran-Smith and Zeichner (2005) assert that reflection amongst fellow student teachers serves to foster a better understanding of the nature of professional activities, leading to new insights into future-fit classroom practice. The study was underpinned by the following research question: What are Postgraduate Certificate in Education student teachers’ perceptions of Communities of Practice at South African schools as experienced during work-integrated learning?
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