{"title":"Understanding Student Teacher and Teacher Educator Experiences of the Postgraduate Certificate in Education: Learning to Teach Mathematics","authors":"J. Verster, Y. Sayed","doi":"10.1080/18146627.2023.2197150","DOIUrl":null,"url":null,"abstract":"Abstract This article presents student teacher and teacher educator experiences of a Postgraduate Certificate in Education (PGCE) with a mathematics focus as offered by a university of technology in the Western Cape, a province of South Africa. Experiences are explored by using selection process, modality, curriculum, and assessment as themes. Semi-structured interviews and documentary analysis provided qualitative data which were analysed using Tesch’s coding method within an interpretivist paradigm. In short, the PGCE studied is accessible to diploma graduates, using guided-self-study, and involving content based on teacher educator discretion; achievement is verified by continuous assessment. The contribution to knowledge is case study insights as to what experiences a PGCE in South Africa entails.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"19 1","pages":"177 - 193"},"PeriodicalIF":0.2000,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Africa Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/18146627.2023.2197150","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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Abstract
Abstract This article presents student teacher and teacher educator experiences of a Postgraduate Certificate in Education (PGCE) with a mathematics focus as offered by a university of technology in the Western Cape, a province of South Africa. Experiences are explored by using selection process, modality, curriculum, and assessment as themes. Semi-structured interviews and documentary analysis provided qualitative data which were analysed using Tesch’s coding method within an interpretivist paradigm. In short, the PGCE studied is accessible to diploma graduates, using guided-self-study, and involving content based on teacher educator discretion; achievement is verified by continuous assessment. The contribution to knowledge is case study insights as to what experiences a PGCE in South Africa entails.
期刊介绍：
Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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