Work-integrated learning skills: A comparison of teachers’ perceptions about the PGCE with those of student teachers in the Nelson Mandela Metropole

2011 ◽  
Vol 8 (3) ◽  
pp. 504-528
Author(s):  
C.C. Mahomed ◽  
P. Singh
Keyword(s):  
Student Teachers ◽  
Integrated Learning ◽  
Learning Skills ◽  
Teachers Perceptions ◽  
Nelson Mandela ◽  
Work Integrated Learning

scholarly journals Postgraduate Certificate in Education Student Teachers’ Perceptions about Communities of Practice at Schools: Work Integrated Learning Reflections

2021 ◽  
Vol 10 (5) ◽  
pp. 155
Author(s):  
Mothofela Richard Msimanga ◽  
Valencia Mabalane ◽  
Sam Ramaila ◽  
Virendra Ramdhany
Keyword(s):  
Communities Of Practice ◽  
Student Teachers ◽  
South African ◽  
Education Student ◽  
Integrated Learning ◽  
Teachers Perceptions ◽  
Qualitative Research Design ◽  
Generic Qualitative ◽  
Cultural Historical Activity ◽  
Work Integrated Learning

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. 

scholarly journals Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 59
Author(s):  
Valencia Tshinompheni Mabalane
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teaching Practice ◽  
Research Question ◽  
Integrated Learning ◽  
Intervention Programme ◽  
Tertiary Institution ◽  
Main Research ◽  
Bachelor Of Education ◽  
Work Integrated Learning

The study is based on research conducted on work-integrated learning (WIL), also known as teaching practice during the online enrichment and intervention programme for final-year student teachers at a tertiary institution in Johannesburg. This programme was conducted from 2016 and modified in 2020 to enhance and improve the History methodology student teachers’ Pedagogic Knowledge and Pedagogic Content Knowledge (PCK), during the Corona virus pandemic using different online tools. Former students of the institution who are now teachers, school learners and a psychologist participated in the process of enhancing the student-teachers’ WIL. The purpose of the study was to explore the effectiveness of the online enrichment intervention programme in providing History student teachers with necessary teaching skills and to ensure readiness for WIL during the Covid -19 period. The main research question was: “To what extent can the online enrichment intervention programmes for student-teachers improve and enhance teaching practice before and during WIL in the context of covid-19?” Qualitative research methods of observation, interviews and document analysis were used with a sample of 90 Post-Graduate Certificate in Education (PGCE) and 4th year Bachelor of Education (BEd) students. The findings indicated that the online enrichment intervention programme improved student-teachers’ confidence, emotional readiness before and during WIL and the unfavourable circumstances in their classrooms. Student-teachers reported better understanding of the need for proactive planning for any circumstance or situation. Despite the constraints imposed by the pandemic, they observed changes in their conceptualisation of teaching, improvement in their interaction with learners, in classroom management, in their ability to implement different teaching strategies, resources and assessment tasks.

scholarly journals Becoming a teacher: Research on the work-integrated learning of student teachers

2020 ◽  
Author(s):  
Carolina Botha ◽  
◽  
Lettie Botha ◽  
Byron Bunt ◽  
Lloyd Conley ◽  
...  
Keyword(s):  
Student Teachers ◽  
Teacher Research ◽  
Integrated Learning ◽  
Work Integrated Learning

scholarly journals The Value Of Mentoring To Develop Student Teachers Work-Integrated Learning Skills

2013 ◽  
Vol 12 (11) ◽  
pp. 1373
Author(s):  
Prakash Singh ◽  
Carmel Claire Mahomed
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
High Standard ◽  
Target Population ◽  
Integrated Learning ◽  
Work Integrated Learning ◽  
One Year ◽  
The One ◽  
The Relationship ◽  
Perceptions Of School

Mentors are expected to create an environment in which prospective employees can be trained to be productive and be able to excel when employed. The personal one-on-one mentoring is especially beneficial for potential employees, such as student teachers, to close the gap between theory they are exposed to at higher education institutions (HEIs) and teaching practice in schools. Motivated school mentors are expected to provide student teachers with work- integrated learning (WIL) skills of a high standard, particularly since these mentors are expected to be models of professionalism for the student teachers to emulate.The aim of the study was to investigate whether the one-year Postgraduate Certificate in Education (PGCE) qualification at HEIs adequately develops the WIL skills of student teachers. Therefore, the objectives of the study were to ascertain the relationship between the theoretical knowledge provided by the PGCE curriculum and the development of WIL skills of student teachers in the schools and to determine the perceptions of school mentors of the PGCE to develop the WIL skills of student teachers. The target population for this quantitative study was school mentors of PGCE student teachers. Data were obtained by means of a structured questionnaire for the mentors. It was evident in this study that mentors were well-trained to develop the WIL skills of their prot. The findings of this research, therefore, support the hypothesis that school mentors make a significant contribution to the development of the WIL skills of student teachers in the PGCE programme.

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