Understanding Student Teacher and Teacher Educator Experiences of the Postgraduate Certificate in Education: Learning to Teach Mathematics

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH

Africa Education Review Pub Date : 2022-01-02 DOI:10.1080/18146627.2023.2197150

J. Verster, Y. Sayed

引用次数: 0

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.

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《教育研究生证书:学教数学》的学生教师与教师教育工作者的体会

摘要本文介绍了南非西开普省一所科技大学提供的数学重点研究生教育证书(PGCE)的学生教师和教师教育工作者的经验。以选择过程、模式、课程和评估为主题，探索经验。半结构化访谈和文献分析提供了定性数据，使用Tesch的编码方法在解释主义范式下进行分析。简而言之，教育文凭课程的学习对毕业生开放，采用指导自学，内容由教师和教育工作者自行决定;成就是通过持续的评估来验证的。对知识的贡献是案例研究的见解，以了解在南非的初级教育证书需要什么样的经历。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues.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.