The value of teaching practice as perceived by Postgraduate Certificate in Education (PGCE) students

Siphokazi Kwatubana,Mark Bosch

doi:10.15700/saje.v39n2a1512

Abstract

The pursuit of excellence in preparing student teachers for the teaching profession is a never-ending endeavour. This study aimed at investigating the value of teaching practice as perceived by the participants, how they determined such value using human judgement and whether value judgement can be used as a form of reflection during teaching practice by PGCE students. Human judgement can be used as a tool to promote reflection and an evaluation strategy which promotes a culture of observation and critical thinking about one’s practice. The qualitative study involved 25 participants, all of whom were Postgraduate Certificate in Education students and had completed the practical teaching period. In this study we applied Kant’s theory to analyse the data gathered by means of narratives. The results, which were based on self-reported values on teaching practice, revealed that the participants viewed teaching practice as valuable and pointed out that it benefitted them and others by enabling them to gain valuable experience in the classroom and in general school management. The participants based their judgement on three components of value judgement, both negative and positive: emotions, attitudes and experiences. Keywords: Postgraduate Certificate in Education; student teachers; teaching practice; value judgement on teaching practice; value of teaching practice

Highlights

The importance of teaching practice in initiating pre-service and novice teachers into real life in schools has become firmly established in the research literature (Quick & Siebörger, 2005), whereupon all the concepts that the students have learned need to be applied in real-life situations (Bhargava, 2009)
This research in South Africa has been conducted in contexts in which policy standards and training and development documents such as the South African National Education Policy Act 53 of 2000 and the Minimum requirements for teacher education qualifications (MRTEQ) (Department of Higher Education and Training, Republic of South Africa, 2015), have increasingly prioritised teaching practice
Teaching practice is guided by policies, among others, the South African National Education Policy Act 53 of 2000 and the Minimum requirements for teacher education qualifications (MRTEQ) (Department of Higher Education and Training, Republic of South Africa, 2015), which prescribe that practical learning and work integrated learning should be spread across the academic programme

Summary

Introduction

The importance of teaching practice in initiating pre-service and novice teachers into real life in schools has become firmly established in the research literature (Quick & Siebörger, 2005), whereupon all the concepts that the students have learned need to be applied in real-life situations (Bhargava, 2009). This research in South Africa has been conducted in contexts in which policy standards and training and development documents such as the South African National Education Policy Act 53 of 2000 and the Minimum requirements for teacher education qualifications (MRTEQ) (Department of Higher Education and Training, Republic of South Africa, 2015), have increasingly prioritised teaching practice. These policies become means of providing an authentic context within which the student teacher is exposed to and experiences the complexities and richness of the reality of being a teacher. At other universities 12 weeks per year are allocated for teaching practice

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Conclusion