Academic literature on the topic 'PGDE teaching practice'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'PGDE teaching practice.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "PGDE teaching practice"
1
Lekamge, GD. "Quality Improvement of the Teaching Practice Component of the PGDE Programme." OUSL Journal 6 (February 25, 2010): 3. http://dx.doi.org/10.4038/ouslj.v6i0.4118.
Full text
2
Mapolisa, Tichaona, and Thembinkosi Tshabalala. "The Potentials of Information and Communication Technology in the Department of Teacher Development: Zimbabwe Open University's Post Graduate Diploma in Education Students' Perceptions." Greener Journal of Educational Research 3, no. 7 (2013): 345–53. https://doi.org/10.15580/gjer.2013.7.051713622.
Full textAbstract:
Teacher Development programmes seem not to be dealing with the challenges of integrating technology in their curricular. The issue of potentials of information and communication technology in teacher preparation needs to be debated, critiqued and examined. The paper surveys the potentials of ICT in teacher development with particular reference to 20 Postgraduate Diploma in Education (PGDE) Intakes 8 and 9 students at the Zimbabwe Open University (ZOU). Questionnaires were administered on a convenience sample of 20 respondents. A mixed method up roach was employed to gather, analyse and interpret data. Findings highlighted great potentials of ICT in teacher development. Most respondents indicated that ICT helps them to research and become better students and practitioners. A general negative attitude, fear and anxiety among tutors and students was viewed as drawback to the potentials of ICT in the teacher development by some respondents. The study concluded that the module for teaching computers need to be complemented with a lot of practice. It recommended the need to thoroughly train tutors and student teachers in ICT for the benefit of learners in schools. ZOU needs to mobilize resources to build adequate ICT infrastructure and purchase enough hardware and software for use by PGDE students.
3
Constance, Chifamba, Matshisela Aaronias, Dlamini Christinah, and Masundulwani John. "Lived Experiences of Post Graduate Diploma in Education Students During the Covid 19 Pandemic." International Journal of Social Science And Human Research 06, no. 03 (2023): 1547–54. https://doi.org/10.5281/zenodo.7732870.
Full textAbstract:
This phenomenological study was carried out in order to explore the lived experiences of Post Graduate Diploma in Education students on the strengths and weaknesses of the program during the Covid 19 Pandemic. It also aimed at mapping up the way forward based on what works in the light of the new normal. The inception of the Covid 19 Pandemic resulted in sudden disruptions in most national systems including the educational systems in Zimbabwe. The Government responded to the pandemic with lockdowns, travel restrictions and social distancing. Within the tertiary education realm, the teacher training system was among those that were hard-hit because the teacher education program includes both theoretical and practical components. The practical component is the teaching practice, the hands-on experience that is significant to the student teachers. This meant that the nationally enforced COVID 19 restrictions would need adjustments in and restructuring of the pedagogical activities and practices that complied with the COVID 19 restrictions. Such strategies included adopting e-learning on various virtual platforms. Both teachers and students had to upscale their computer technology skills as fast as possible in order meet the demands and duration of the program. The study adopted a qualitative approach and thematic analysis was used to categorize responses. Five major themes emerged from the data collected as follows: Financial constraints, poor and unreliable internet connectivity: capitalizing on strengths of the program: students’ developed coping strategies and COVID 19 experience as a learning curve. The recommendation is a total embrace of the new normal by institutions of higher learning. In addition, the study also recommends that crisis preparedness and adequate student orientation are very necessary for smooth running PGDE program.
4
Ahmed Endris, Abdurahman, Mohammed Hussen Seid, and Khaled Ahmed Abdel-Al Ibrahim. "Teaching Effectiveness of Postgraduate Diploma in Teaching and Integrated Curriculum Graduate Teachers: Investigating Students’ and Teachers’ Perceptions." Education Research International 2022 (July 6, 2022): 1–6. http://dx.doi.org/10.1155/2022/1599038.
Full textAbstract:
A new teacher education package has been introduced in Ethiopia by the Ministry of Education, which is called the Postgraduate Diploma in Teaching (PGDT), for secondary schools since 2011, replacing the integrated curriculum teacher education program with the purpose of equipping trainees with the knowledge and skills needed. However, little research has been carried out on the effectiveness of the PGDT in relation to the previous (integrated curriculum) programme in the actual practices in secondary schools yet. This study, therefore, aims to assess the students’ and teachers’ perceptions of the teaching effectiveness of the PGDT and integrated curriculum graduate teachers in secondary schools in North Wollo Zone, Ethiopia. Data were gathered from participant students (n = 214) and teachers (n = 16) using purposive sampling. To gather data, questionnaires were employed. The data were analyzed quantitatively using mean, standard deviations, and one-sample t-test. The findings of the study revealed that students and teachers show slightly more positive perceptions of the effectiveness of PGDT, especially in subject matter knowledge; the scores are also significant. However, the results indicated that both the PGDT and integrated curriculum graduate teachers use the lecture method of teaching. Recommendations were forwarded for teacher development, instruction, and research on PGDT. Limitations and future directions of the study are also summarized and discussed.
5
Maseko, Nonhlanhla. "Experiences Of Student-Teachers During Teaching Practice : A Critical Analysis And Suggestions As To How They Could Be Better Prepared." Journal Of Education And Teaching Learning (JETL) 4, no. 2 (2022): 159–73. http://dx.doi.org/10.51178/jetl.v4i2.730.
Full textAbstract:
This article explores the experiences of Post Graduate Certificate in Education (PGCE) Life Orientation (LO) student-teachers in Contact (face-to-face) Institution during teaching practice in Gauteng schools. Teaching practice is an integral component of teacher training. It is, however, not certain what the student-teacher’s experiences in the teaching and learning environment are. This study is concerned with the question: What are the experiences of student-teachers during teaching practice? Qualitative research was used as the mode of inquiry since this study is concerned with the lived experiences of student-teachers. Furthermore, the theoretical framework underpinning this study is experiential learning and reflective learning theory. PGCE (LO) student-teachers were purposefully selected. These student-teachers were identified as at-risk students. Furthermore, during student assessment, I observed that they were not performing well in their teaching practice. Semi-structured interviews were conducted with seven (7) LO student-teachers and a reflective journal, student-teachers’ reports as a tool for document analysis was used to provide contextual details. Thematic analysis was used to identify themes and analyse the data. Findings revealed that student-teachers were not adequately prepared for the actual teaching and learning environment at some schools. Furthermore, in some schools there was no support from the mentor teachers and other key role players involved in student support during teaching practice.
6
Segalo, Letlhoyo, and Bekithemba Dube. "PGCE students’ learning through reflective journaling during teaching practice: An exploratory study." South African Journal of Education 42, no. 2 (2022): 1–8. http://dx.doi.org/10.15700/saje.v42n2a1956.
Full textAbstract:
In the study reported on here the reflective journals of student teachers enrolled for the Postgraduate Certificate in Education (PGCE) were explored to determine what new learning they had acquired during their teaching practice. Reflection is a process of reviewing an experience of practice to analyse it for improvement. In this way, reflective journals could be viewed as a tool that moulds and harnesses the professional development of student teachers. Critical emancipatory research was adopted to reflect on student teachers’ journaling as an important assessment tool to be used to empower students with pedagogical content to convey knowledge to learners. In the study we purposively sampled a selected group of 10 PGCE students’ reflective journals. We found that students’ reflective journals are important tools that shape student teachers’ professional identities during teaching practice. Furthermore, we found that student teachers’ journaling is an emancipatory platform that allows students teachers to think independently and innovatively to free their thoughts on real teaching and learning situations. We recommend that teacher training institutions should emphasise the importance of journaling in teacher training programmes with a focus on critical thinking and problem-solving innovation.
7
du Plessis, Elize E. C. "Assessing for Learning: Teacher Training in Practice Involving 14 Postgraduate Certificate in Education (PGCE) Students." International Journal of Learning, Teaching and Educational Research 20, no. 11 (2021): 346–65. http://dx.doi.org/10.26803/ijlter.20.11.19.
Full textAbstract:
In this age of answerability, assessment is a dominant factor that can either promote or weaken learners’ education internationally. Yet many of the usual practices followed by institutions show that assessments in the classroom continue to be a challenge for teachers. This signifies that assessment is either not well understood or not done effectively during all stages of education. The study reported in this article attempted firstly to detect how prepared teachers were to perform assessments for learning, and secondly to enhance teachers’ assessment practices. It focused on the qualities of good assessment practices, different methods of assessment, types of assessment, and feedback and assessment to enhance learning in the classroom. A qualitative approach was used, involving 14 participants who had completed a postgraduate certificate in education (PGCE) at a distance teaching institution. Results revealed inter alia a need for longer teaching practice periods, the use of taxonomies on different cognitive levels, and subject-specific workshops. It is recommended that more practical examples, like lecture videos, taxonomies, and rubrics, should be employed, and assessment processes should embrace technology.
8
Du Plessis, E. C. "The Preparedness of Student Teachers in Open and Distance Learning Environments for the Classroom." Education Sciences 13, no. 9 (2023): 934. http://dx.doi.org/10.3390/educsci13090934.
Full textAbstract:
Teaching practice is crucial to preparing teachers for teacher education globally. Studies on open and distance learning (ODL) environments, in which collaboration and discussion play a crucial role, ought to inform the design of distance learning. They should also force a more in-depth examination of and interest in teaching practice in higher education. Learning is seen as a positive experience, whether entirely lecturer-room-based or distance-based. It is essential to combine theory and practice with efficient distance training as part of work-integrated learning. Consequently, this study aimed to determine the perceived classroom skills of ODL student teachers during the teaching practice sections associated with their Postgraduate Certificate in Education (PGCE) course. The objective of ascertaining the preparedness of ODL student teachers after their PGCE program carries substantial importance in guaranteeing the quality, efficiency, and influence of the education system by cultivating competent and well-equipped teachers. A qualitative research approach was used to gather, analyse, and interpret data. Fifteen (15) student teachers registered at a College of Education of an ODL organisation were invited to participate in the research voluntarily. In the light of the research findings, it is suggested that extra care be given to the collaboration between academic lecturers, mentor teachers and student teachers, as well as to the expectations and duties of these role-players.
9
Al-Wadi, Hasan Mohsen. "Facilitating In-Service English Language Teacher Trainees’ Supervision through Written Feedback: Action Research." International Education Studies 11, no. 9 (2018): 1. http://dx.doi.org/10.5539/ies.v11n9p1.
Full textAbstract:
This study examines the usefulness of an alternative supervision model for a group of in-service English Language Teachers (ELT) at the Postgraduate Diploma in Education (PGDE) programme at Bahrain Teachers College (BTC), University of Bahrain in developing those teachers’ teaching practices during their teaching practicum. A two-cycle approach was implemented, providing two different types of written feedback, written comments and structured written reports during the supervision process. Using interviews and questionnaires, teacher candidates found written feedback very effective in assisting them develop specific teaching skills, namely reflection, rethinking evaluation, surrendering certainty, and acknowledging continual professional development. The study findings also revealed one major implication that is the influence of written feedback in reinforcing a participatory supervision between the university supervisor and teacher trainee in fostering relations of trust and confidence between both of them.
10
Hall, Katherine, and Anna Chae. "Identifying threshold concepts in postgraduate general practice training: a focus group, qualitative study." BMJ Open 12, no. 6 (2022): e060442. http://dx.doi.org/10.1136/bmjopen-2021-060442.
Full textAbstract:
ObjectiveTo identify threshold concepts (TCs) for physicians undergoing postgraduate medical education (PGME) in general practice.DesignAn explorative, qualitative study with 65 min focus group interviews and thematic analysis was used. Participants were asked to describe their most transformative learning experiences. Heuristical TCs were identified from the thematic analysis.SettingAotearoa/New Zealand (A/NZ).ParticipantsFifty participants, mostly comprising current trainees and educators from urban centres, and of NZ/European ethnicity.ResultsTwenty TCs covering many aspects of postgraduate general practice experience were derived from themes identified in the data. Presented in medical proverbial form for ease of recollection, these included: Money makes the practice go round; Be a legal eagle; Manage time or it will manage you; Guidelines, GPs’ little helpers; Right tool, right word, right place; The whole of the practice is greater than the sum of the parts; The personal enhances the professional; Beat biases by reflection; Chew the Complexity, Unpredictability, Diversity; Embrace the uncertainty; Not knowing is knowing; Seek and you shall find; Waiting and seeing, waiting and being; Look, listen, think between the lines; Treat the patient beyond the disease; No patient is an island; Words work wonders; Hearing is healing; Being you and being there; and; The relationship is worth a thousand consults. These TCs mapped onto core competencies in A/NZ’s PGME in general practice curriculum.ConclusionsParticipants readily identified transformative and troublesome moments in their PGME in general practice. These findings confirmed evidence for a wide range of TCs with many newly identified in this study. All TCs were fundamentally based on the doctor–patient relationship, although often involving the context and culture of general practice. Actively incorporating and teaching these identified TCs in PGME in general practice may enable trainees to grasp these important learning thresholds earlier and more easily and aid in identity and role formation.
Dissertations / Theses on the topic "PGDE teaching practice"
1
Butcher, John. "Mentoring student teachers' professional thinking and classroom practice on an 11-18 distance learning PGCE : a case study of post-16 teaching and challenge as a mentor strategy." Thesis, Open University, 2001. http://oro.open.ac.uk/42665/.
Full textAbstract:
This research investigates the mentoring needs and experiences of students on a part-time distance learning secondary PGCE in England and Wales. A case study of post-16 teaching was conducted on a sample of English students and mentors over a six month period, during which challenge was problematised as a mentor strategy. five research instruments were developed and used iteratively to generate qualitative data revealing student perceptions about post-16 teaching and mentor responses. The study reveals significant problems for student teachers as they learn to teach post-16, which were confirmed by mentors. First, that mentoring in relation to post-16 is inconsistent. What support is given varies greatly, and there is only limited evidence of challenge being used in a context which appears to warrant it as a training strategy. Second, and as a consequence, students feel underprepared at the end of the 11-18 PGCE for the demands of post-16 teaching. This is because mentors focus their training in areas other than post-16, reflecting the lack of attention to post-16 teaching in the Standards. Third, students invariably possess a false preconception of post-16 teaching, which mentors have not always been able to challenge. Little attention is given to effective post-16 teaching strategies in the lieterature, and mentors have shied away from discussing the contentions nature of the English canon post-16. fourth, students and mentors describe the demands of learning to teach post-16 differently to pre-16. the main issue is the need for students to be trained to differentiate their subject knowledge by effective teaching strategies, particularly in the divide between Year 11 and Year 12. The results impact on my own professional practice as a teacher educator, and illuminate more effective models of post-16 mentoring. The study concludes that a shared discourse about learning to teach post-16 needs to be in place. Challenge could then be used by mentors to develop student teacher professional thinking and classroom practice post-16. If students were consistently trained to teach post-16 more effectively, it is possible that pupils would benefit, leading to improved results.
Books on the topic "PGDE teaching practice"
1
Professional Issues in Primary Practice (PGCE Professional Workbooks). Learning Matters, 2002.
Find full text
2
Aspects of Teaching Secondary Science: Perspectives on Practice (Ou Flexible Pgce Series). RoutledgeFalmer, 2001.
Find full text
3
Aspects of Teaching Secondary Design and Technology: Perspectives on Practice (Flexible Pgce Series). RoutledgeFalmer, 2001.
Find full text
4
Swarbrick, Ann. Aspects of Teaching Secondary Modern Foreign Languages: Perspectives on Practice (Ou Flexible Pgce Series). RoutledgeFalmer, 2002.
Find full text
5
Aspects of Teaching and Learning in Secondary Schools: Perspectives on Practice (Ou Flexible Pgce Series). RoutledgeFalmer, 2002.
Find full text
6
Professional Workbook Principles and Practice in the Foundation Stage (PGCE Professional Workbooks). Learning Matters, 2003.
Find full text
7
America, Carina, Nazeem Edwards, and Maureen Robinson, eds. Teacher Education for Transformative Agency: Critical perspectives on design, content and pedagogy. African Sun Media, 2020. http://dx.doi.org/10.18820/9781928480938.
Full textAbstract:
Many teacher education programs globally are undergoing significant changes in response to government policy, imperatives driven by global competitiveness, as well as local conditions. This is particularly relevant in the South African context where teacher education seeks to navigate from the ravages of apartheid education towards addressing the developmental needs of the majority of its citizens. This book records and explores efforts by academic staff members within the Faculty of Education at Stellenbosch University, South Africa, responding to the demands of a new program in initial teacher education. It brings together diverse views seeking to present a coherent program in the Postgraduate Certificate in Education (PGCE). It examines how curriculum design unfolds across disciplines in the program, and crucially, the commonalities in the presentation of course material. Lecturers examine the purpose, structure and content of their teaching as they engage with putting democratic policy goals into practice in the core, as well as subject-specific modules of the program.
Book chapters on the topic "PGDE teaching practice"
1
Adebayo, Oluwakemi, and Jolanda Morkel. "Inclusive online assessment practices in distance learning education explored through autoethnographic narrative vignettes." In Learning Design Voices. EdTech Books, 2023. http://dx.doi.org/10.59668/279.12535.
Full textAbstract:
Discovering new approaches to inclusive online assessment is a major concern for many educational institutions especially in online and distance learning settings. This chapter explores effective strategies used in the Teaching Life Sciences module of a Postgraduate Certificate in Education (PGCE) programme offered through distance learning by a private higher education institution in South Africa. We identify and examine five inclusive online assessment practices namely, conversational, practical, collaborative, reflective and applicational. We also offer examples of each of these practices, based on our experience in the Teaching Life Sciences module. Drawing on these experiences and the unprecedented events of the COVID-19 pandemic in 2020, we explore what the future holds for inclusive online assessment practices with a focus on maintaining academic rigour and validity while ensuring that student agency and freedom are not compromised.
2
Dahal, Niroj. "Integrating Collaborative ICT Tools in Higher Education for Teaching and Learning." In Innovations in Digital Instruction Through Virtual Environments. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7015-2.ch008.
Full textAbstract:
In this chapter, the author will discuss his experiences working collaboratively to teach and learn in order to create an engaged pedagogy by subscribing action research methodologies in various semesters that involves his (PGD, Master, and MPhil) students of 2019-2021 batches in techno-pedagogy and its trend in learning. This chapter presents the ongoing learning of research conducted within the context of the researcher's teaching practice. The author will provide examples of some of his PGD, Master, and MPhil students' technological learning collaborative activities (i.e., LMS, Google Apps, and other open sources), including forum discussions, choices, managing quizzes, lesson study, workshops, and Google Docs activities (Doc, PowerPoints, and Jamboard), which are created for on-campus, online, and distance teaching and learning in Nepali universities (namely, Kathmandu University and Nepal Open University).
3
Lefoka, Pulane. "Perspective Chapter: Lessons from Implementing a Higher Education Program in Lesotho." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109291.
Full textAbstract:
Recent developments in the Lesotho higher education landscape necessitated a change in this subsector. In particular, the Ministry of Education and Training established the Lesotho Council on Higher Education (CHE) as a regulatory body. Among its achievements, the council legislated that academics teaching in institutions of higher learning undergo professional development. This development coincided with the completion of Lefoka’s PhD thesis. One of the findings of the PhD research is that most higher education teachers do not have professional qualifications for teaching in the subsector. The thesis recommended that higher education teachers should be capacitated for a teaching role. This recommendation motivated the National University of Lesotho to comply with one of the council’s policies by introducing a Post Graduate Diploma in Higher Education (PGD-HE) program. In this chapter, the author uses reflective practice literature to guide the presentation on the implementation of the PGD-HE program. The chapter articulates lessons emerging from the change of initial plan due to disruption by the COVID-19 pandemic. The major change involved the reduction of academic duration and a move from blended teaching to online teaching mode. Based on the lessons learned, this chapter recommends the use of the lessons to improve the offering of the program.
Conference papers on the topic "PGDE teaching practice"
1
Weerakoon, Sunil. "Pedagogical Innovations for Teaching Practicum." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7212.
Full textAbstract:
Teaching practicum plays a significant role in teacher education programs and helps to upgrade teachers’ professional competencies. The teaching practicum component employed by the Faculty of Education, The Open University of Sri Lanka (OUSL), and the Faculty of Education, University of Colombo provides a systematic mechanism for fostering the professional development of teachers through their Postgraduate Diploma in Education (PGDE) programmes. This comparative study was done to identify strategies and innovative methods that need to be adopted by the two universities to increase the effectiveness of teaching practicum. The participant of this study were 117 student teachers, 30 school mentors, 57 master teachers, and 5 university academics representing two universities. The data collected using questionnaires, interviews, and teaching practice records were analyzed both qualitatively and quantitatively. Findings revealed that the pedagogical knowledge and guidance provided by the universities, the collaborative atmosphere of the schools, the effective role of school mentors and master teachers, and the motivation and commitment of student teachers strongly affect the effectiveness of the teaching practice component. The establishment of a strong collaborative school-university partnership, creating a professional body of school mentors and master teachers with continuous training provisions, and improving the commitment to educational research on teaching practicum were identified as the most effective and enacting changes that need to be adopted by the two universities to cater the professional development of teachers. Overall, a new framework was developed with an innovative avenue to increase the effectiveness of teaching practicum.
2
Priyadarshini, Anita, and Santosh Panda. "Professional Development through ODL during the Pandemic: A Comparative Study of India and Guyana." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8828.
Full textAbstract:
The Covid-19 pandemic affected educational systems all over the world, leading to shift from face-to-face teaching-learning to a system of emergency remote learning. There are many studies that have examined the impact of these developments on conventional education as well as open and distance learning (ODL) systems. The present study is a transnational study of learners engaged in professional development in ODL institutions of India and Guyana. The study investigates comparative learner experiences with respect to four dimensions namely, quality of technology, engagement with teachers, student-student dialogue, and education-work-life balance while studying through virtual mode including in a cross-border learning scenario. // The study is a descriptive survey using a mixed mode methodology. The sample comprised 60 learners from India and Guyana enrolled in the Post Graduate Diploma in Distance Education (PGDDE) programme offered by the Indira Gandhi National Open University, India. The findings revealed that there were commonalities among learners in India and Guyana. Learners found live counseling sessions more engaging and interactive. It was seen that social media played a positive role in connecting learners during the pandemic and helping them to form their own learning communities. Learners in both countries felt that the education-work-life balance was disturbed during the pandemic. However there was determination among all learners to complete their online professional development programmes. This study will contribute to leveraging learners’ experiences for formulating future policy and designing practices for continuing professional development in developing countries for achieving SDG 4 for quality education.