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Gotowa bibliografia na temat „PGDE teaching practice”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "PGDE teaching practice"

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.

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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.

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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 interpr

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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.

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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 tra

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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.

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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

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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.

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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 ex

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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.

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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

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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.

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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

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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.

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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 a

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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.

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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 assistin

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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.

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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

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Rozprawy doktorskie na temat "PGDE teaching practice"

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/.

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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 confirm

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Książki na temat "PGDE teaching practice"

Professional Issues in Primary Practice (PGCE Professional Workbooks). Learning Matters, 2002.

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Aspects of Teaching Secondary Science: Perspectives on Practice (Ou Flexible Pgce Series). RoutledgeFalmer, 2001.

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Aspects of Teaching Secondary Design and Technology: Perspectives on Practice (Flexible Pgce Series). RoutledgeFalmer, 2001.

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Swarbrick, Ann. Aspects of Teaching Secondary Modern Foreign Languages: Perspectives on Practice (Ou Flexible Pgce Series). RoutledgeFalmer, 2002.

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Aspects of Teaching and Learning in Secondary Schools: Perspectives on Practice (Ou Flexible Pgce Series). RoutledgeFalmer, 2002.

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Professional Workbook Principles and Practice in the Foundation Stage (PGCE Professional Workbooks). Learning Matters, 2003.

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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.

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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 teach

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Części książek na temat "PGDE teaching practice"

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.

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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,

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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.

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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,

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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.

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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. Th

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Streszczenia konferencji na temat "PGDE teaching practice"

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.

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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 effectiv

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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.

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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, stud

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