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Artykuły w czasopismach na temat „PGDE teaching practice”

Autor: Grafiati
Data publikacji: 3 czerwca 2025
Data aktualizacji: 31 lipca 2025

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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.

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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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Talib, Zohray, Lalit Narayan, and Thomas Harrod. "Postgraduate Medical Education in Sub-Saharan Africa: A Scoping Review Spanning 26 Years and Lessons Learned." Journal of Graduate Medical Education 11, no. 4s (2019): 34–46. http://dx.doi.org/10.4300/jgme-d-19-00170.

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ABSTRACT Background Investments in training physician specialists through postgraduate medical education (PGME) are critical for Sub-Saharan Africa, given the increasing burden of non-communicable diseases. Objectives The objectives of this scoping review were to (1) understand the breadth of publications on PGME from Sub-Saharan Africa, and (2) conduct a thematic analysis of lessons learned by specific training programs. Methods We conducted a literature search of 7 databases for PGME literature published between January 1991 and December 2016. Two reviewers independently reviewed titles and
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Danbi, Roba, and Dereje Tadesse. "Institutional conditions for preparing critically reflective TEFL teachers in the PGDT Program of three Ethiopian universities." African Journal of Teacher Education 8 (December 26, 2019): 321–43. http://dx.doi.org/10.21083/ajote.v8i0.5469.

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This paper assesses the role played by the institutional context in the preparation of critically reflective TEFL teachers in the Postgraduate Diploma in Teaching (PGDT) program of Dilla, Haramaya, and Hawasa Universities, Ethiopia. It examines the extent to which structured opportunities for reflection are used in the three institutions. A combination of quantitative and qualitative research methodologies was employed for collecting information regarding reflective practice in the PGDT program of the three universities. Multilevel mixed-method sampling techniques were utilized to select parti
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Forrest, Sandra. "Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate Approaches to Learning skills? A qualitative formative assessment and summative evaluation of an IB school’s in-house CPD programme." Journal of Research in International Education 17, no. 3 (2018): 262–85. http://dx.doi.org/10.1177/1475240918816401.

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This study aimed to involve International Baccalaureate (IB) teachers in formative assessment and summative evaluation of a continuing professional development (CPD) programme designed to facilitate a student-centred, process-focused approach in which the ‘Approaches to Learning’ (ATL) element of the IB curriculum takes a central role. Given its emphasis on participants’ collective perspectives, focus groups were selected as the data collection method. Respondents were twelve teachers with diverse backgrounds and experience, from different school departments, with varying teaching styles, epis
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Kwatubana, Siphokazi, and Mark Bosch. "The value of teaching practice as perceived by Postgraduate Certificate in Education (PGCE) students." South African Journal of Education 39, no. 2 (2019): 1–10. http://dx.doi.org/10.15700/saje.v39n2a1512.

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Segalo, Letlhoyo. "Fostering Critical Self-reflection among PGCE Students: A Case of Micro-teaching Practices." Universal Journal of Educational Research 9, no. 10 (2021): 1725–31. http://dx.doi.org/10.13189/ujer.2021.091001.

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Singh, Prakash, and Carmel Claire Mahomed. "The Value Of Mentoring To Develop Student Teachers Work-Integrated Learning Skills." International Business & Economics Research Journal (IBER) 12, no. 11 (2013): 1373. http://dx.doi.org/10.19030/iber.v12i11.8175.

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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 stu
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Moloi, Kholeka C., Anthony K. Isabirye, and Ramoshweu S. Lebelo. "Transformative learning in the PGDHE programmme at one university of technology in South Africa." Multidisciplinary Science Journal 7, no. 9 (2025): 2025450. https://doi.org/10.31893/multiscience.2025450.

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This study examines the transformative learning experiences of academics enrolled in the Postgraduate Diploma in Higher Education (PGDHE) programme at one University of Technology in South Africa. The study utilised a qualitative research methodology, and data was gathered via comprehensive interviews with 15 participants, identified as P1 to P15, and subsequently categorised. The data underwent theme analysis utilising the techniques of qualitative research. The results unveiled five primary themes that encapsulated the participants' experiences: changes in viewpoints, advancement in skills a
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Phage, I. B. "Reflections of Practice Teaching Experience of Postgraduate Certificate in Education (PGCE) Students in Physical Science." International Journal of Educational Sciences 16, no. 1-3 (2017): 73–79. http://dx.doi.org/10.1080/09751122.2017.1311627.

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Mkhasibe, Rachel Gugu, Dumisani Wilfred Mncube, and Oluwatoyin Ayodele Ajani. "The Nexus between Teaching Practice and PGCE Student-Teachers: The Perceptions of Subject Mentors on Pre-Teachers' Readiness for Teaching Career." Universal Journal of Educational Research 9, no. 9 (2021): 1617–27. http://dx.doi.org/10.13189/ujer.2021.090902.

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Jones, Rebecca. "Penetrating the Penguin Wall of Black: Testing theories from PGCE research on how to approach the teaching of KS5 Classical Civilisation." Journal of Classics Teaching 18, no. 35 (2017): 38–42. http://dx.doi.org/10.1017/s2058631017000058.

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This article is the second instalment of an exploration into teaching strategies in KS5 Classical Civilisation that started as a research project during the PGCE in 2015. I was particularly interested in determining what might be the most successful ways to approach the teaching of classical literature units. Many of the teachers and students I had spoken to expressed real concern about the volume of text to be covered and the amount of information for students to recall. Following the research I identified a number of ‘theories’ about how these challenges might be tackled and teaching strateg
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Mabalane, Valencia Tshinompheni. "Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers." International Journal of Higher Education 11, no. 1 (2021): 59. http://dx.doi.org/10.5430/ijhe.v11n1p59.

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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 pr
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Edessa, Sutuma. "IMPACTS OF INSUFFICIENT INSTRUCTIONAL MATERIALS AND HIGHER EDUCATION SYSTEMS IN TEACHING BIOLOGY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 13, no. 3 (2016): 114–21. http://dx.doi.org/10.48127/gu-nse/16.13.114.

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The research was conducted on the impacts of insufficient instructional materials and higher education systems of teaching biology on the qualification of graduates as outputs. Data collection methods were through variables of in-depth interview questions and face-to-face observations, whereas both quantitative and qualitative methods were employed to analyze evidences comparatively. Data sources were graduates of biology of different universities, who joined the post graduate diploma in teaching (PGDT) teachers training program of Addis Ababa University to be biology teachers, and evidences w
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Martin, Dawn, Louise Nasmith, Susan Glover Takahashi, and Bart J. Harvey. "Exploring the experience of residents during the first six months of family medicine residency training." Canadian Medical Education Journal 8, no. 1 (2017): e22-35. http://dx.doi.org/10.36834/cmej.36679.

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Background: The shift from undergraduate to postgraduate education signals a new phase in a doctor’s training. This study explored the resident’s perspective of how the transition from undergraduate to postgraduate (PGME) training is experienced in a Family Medicine program as they first meet the reality of feeling and having the responsibility as a doctor.Methods: Qualitative methods explored resident experiences using interpretative inquiry through monthly, individual in-depth interviews with five incoming residents during the first six months of training. Focus groups were also held with re
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Hidson, Elizabeth. "Developing a Research Culture with Trainee Teachers on International Initial Teacher Training Programmes." Exchanges: The Interdisciplinary Research Journal 11, no. 3 (2024): 30–38. http://dx.doi.org/10.31273/eirj.v11i3.1527.

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Postgraduate initial teacher training from the UK perspective is a fast-paced 36-week full time programme. In parallel with assessed teaching and subject studies, trainees carry out classroom-based research. To do this, they draw on approaches to evidence-informed teaching that include taking the best available evidence from research and practical experience to answer context-specific research questions. This paper looks at the case of trainees who undertake their PGCE programme internationally i.e. they remain based in their international schools for the practical elements but engage in the w
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Singh, Prakash, and Carmel Claire Mahomed. "Exploring The Collegial Relationship Between Mentors And Their Mentees." International Business & Economics Research Journal (IBER) 12, no. 12 (2013): 1547. http://dx.doi.org/10.19030/iber.v12i12.8249.

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Devolution of power to get things done with other people depends on the collegial relationships that are fostered in the organisation as its source of energy. Even the success of a mentoring programme to develop the human resource development needs of an organization, such as schools, hinges on the collegial relationship between the mentors and their mentees. Dialogue is an essential component of this reflective mentoring learning process. Dialogue empowers mentees, such as student teachers, to build their teaching skills with the invaluable input of their mentor teachers in schools. Participa
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Brown, David, and John Evans. "Reproducing Gender? Intergenerational Links and the Male PE Teacher as a Cultural Conduit in Teaching Physical Education." Journal of Teaching in Physical Education 23, no. 1 (2004): 48–70. http://dx.doi.org/10.1123/jtpe.23.1.48.

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Drawing on illustrations from a recent life history study that focused on male student teachers as they negotiated their way through a 1-year postgraduate certificate in education (PGCE) physical education teacher training course at a university in England, this paper explores how teachers are implicated in the social construction of gender relations in teaching physical education and school sport. The perspective forwarded is that the embodied gendered dispositions student teachers bring into the profession constitute a powerful influence on their professional behavior, and that the developme
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Goburdhun, Seema, and Jay Ramsaha. "The Relevance of Social Sciences Teacher Education Programme in Preparing Effective Secondary School Educators." International Journal of Knowledge Society Research 8, no. 2 (2017): 1–12. http://dx.doi.org/10.4018/ijksr.2017040101.

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In Mauritius, the teaching of social studies presents educators with a unique set of challenges, as they are expected to have multi-disciplinary knowledge and multi-dimensional skills to be effective in classrooms. Many of these social studies educators have undertaken the PGCE (Post Graduate Certificate in Education) course offered by the Mauritius Institute of Education (MIE), which is the leading teacher training institute in the country. This paper explores the relevance of the social sciences teacher education programme offered by the MIE in preparing secondary school educators to meet th
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du Plessis, André. "STUDENT-TEACHERS’ PEDAGOGICAL BELIEFS: LEARNER-CENTRED OR TEACHER-CENTRED WHEN USING ICT IN THE SCIENCE CLASSROOM?" Journal of Baltic Science Education 15, no. 2 (2016): 140–58. http://dx.doi.org/10.33225/jbse/16.15.140.

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This exploratory qualitative case study explored the pedagogical beliefs and classroom practice of four Post Graduate Certificate in Education (PGCE) students when they implement Information and Communication Technology (ICT) for teaching and learning, including what influences their beliefs. Data were gathered by means of a teacher belief system (TBS) tool, drawing prompts that led to individual interviews, an open-ended questionnaire, lesson plans and assessment feedback forms, short summaries of how they used the ICT resources and feedback from the method lecturer and an appointed mentor te
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Ndebele, Clever. "Examining the efficacy of professionalising university teaching through formal teaching qualifications at a historically disadvantaged university in South Africa." Independent Journal of Teaching and Learning 17, no. 1 (2024): 23–38. https://doi.org/10.17159/1edkzy36.

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Lecturers in higher education normally come into teaching with little, if any, formal professional training in teaching. The changing higher education landscape, for example, the increased student diversity, has begun to put pressure on academics to get solid grounding in pedagogical training. Many universities across the globe have now put systems in place to professionalise their teaching. This article reports on an initiative by a South African university to foreground the importance of professionalising teaching and learning among current and future university lecturers as a strategy to im
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Athiemoolam, Logamurthie. "Students’ viewpoints on using tableaux to analyse short stories." English Teaching: Practice & Critique 17, no. 3 (2018): 245–56. http://dx.doi.org/10.1108/etpc-03-2018-0030.

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Purpose The purpose of the paper is to provide a detailed account of pre-service teachers’ viewpoints on the use of tableaux as pedagogy to analyse short stories in secondary schools based on their exposure to the use of tableaux and their active participation in the process of tableau creation. Design/methodology/approach The study adopted a qualitative approach and a phenomenological design as it provides a detailed account of PGCE English Methodology pre-service teachers’ views on the use of tableaux to teach a short story. The data collection method used was written narratives based on the
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Day, Maximilian. "Boudicca, broken bones and behaviour management: a case study of teaching causation at Key Stage 3." Journal of Classics Teaching 20, no. 39 (2019): 4–13. http://dx.doi.org/10.1017/s2058631019000023.

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I have always thought that teachers should not teach what to think but how to think, and I wanted to embody this attitude within my own practice of teaching Classics. It was also interesting to me to link this to the ongoing debates in history teaching surrounding the relationship between the acquisition of substantive knowledge (i.e. the facts of history: dates, battles, names, etc.) and the acquisition of second-order concepts (i.e. the framework within which such knowledge is understood: e.g. historical interpretations, ascribing significance to events, understanding causation). According t
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Abie, Ayetenew, and Sandro Serpa. "Post Graduate Diploma in Teaching(PGDT) Pre-service Teacher Development Policy Reform Initiative: Its Practices, Outcomes and Challenges in Bahr Dar University (BDU)." Cogent Education 6, no. 1 (2019): 1696503. http://dx.doi.org/10.1080/2331186x.2019.1696503.

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Gugulethu, Buthelezi Penelope Zamashenge. "Investigating Pre-Service Teachers’ Perceptions and Attitudes on the Integration of Indigenous Knowledge in Life Sciences Curriculum: A Qualitative Approach." Science of Law 2025, no. 3 (2025): 16–22. https://doi.org/10.55284/h18a0934.

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This paper investigates pre-service Life Sciences teachers’ perceptions, attitudes, and readiness to integrate Indigenous Knowledge (IK) into the Life Sciences curriculum in the Further Education and Training (FET) phase in South Africa. It aims to explore their preparedness after formal exposure to relevant coursework and the challenges they perceive in doing so. A qualitative research approach was employed, using semi-structured interviews with a purposive sample of 46 Postgraduate Certificate in Education (PGCE) pre-service teachers at a South African university. Data were analyzed thematic
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Ghosh Sharma, Tripti, and Tapabrata Ghosh. "IFA’s expansion in Asia – destination India." Emerald Emerging Markets Case Studies 6, no. 2 (2016): 1–29. http://dx.doi.org/10.1108/eemcs-10-2014-0242.

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Subject area Strategy/entrepreneurship/international marketing. Study level/applicability This case is recommended for use in courses on strategy, entrepreneurship, international marketing and joint venture for PGDM and Executive programmes. Case overview International Football Academy (IFA), a leading football development firm, is gearing up to expand its operations to a new geographic market, India. The purpose is to further its international growth plans by establishing a lasting presence in developing markets. Their previous stints in China and Indonesia met with huge success. However, the
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Chauhan, Himanshu, Priyanka Panday, Raghav Upadhyai, and Gargi Pant Shukla. "Hathkargha: balancing scarcity marketing and customer satisfaction in the digital age." Emerald Emerging Markets Case Studies 15, no. 2 (2025): 1–14. https://doi.org/10.1108/eemcs-10-2024-0419.

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Learning outcomes This case highlights the importance of adaptability and innovation in sustaining business growth. It emphasizes how resilience and strategic flexibility help maintain a handcrafted, artisanal brand amid growing demand and digital disruption. Learners will explore how a founder-led business can remain relevant by embracing change while preserving its core identity in a competitive and unpredictable market environment. Case overview/synopsis This case researches into the entrepreneurial journey of Shubha Mutneja, the founder of Hathkargha, a premium artisanal sari brand rooted
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Wright, Rebecca. "What are they talking about? Pupil talk while translating Latin stories: a case study of a Year 7 class, using the Cambridge Latin Course." Journal of Classics Teaching 18, no. 35 (2017): 13–25. http://dx.doi.org/10.1017/s2058631017000022.

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The objective of this case study is to consider the role of pupil talk in the translation of Latin. I consider that ‘talk’ within the Latin classroom is an important pedagogical tool to support the development of pupil knowledge and understanding and to promote independent learning. Firstly, I am particularly interested in pupils’ early acquisition of the Latin language through ‘talk’. In this study, I wanted to explore how they use talk to support each other and the issues they encounter, the use of available and additional support resources and the extent of grammatical terminology within th
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Warren-Lee, Nicola, Lorna Smith, Janet Orchard, Lucy Kelly, Jon James, and Alf Coles. "Bracing Ourselves: Embracing Policy Changes through a Long-Standing University–Schools Teacher Education Partnership in England." Education Sciences 14, no. 2 (2024): 158. http://dx.doi.org/10.3390/educsci14020158.

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We articulate the principles behind our practices as teacher educators for an Initial Teacher Education (ITE) provider in South-West England working in partnership with local schools. We position them as ‘braces’ that enable us not only to withstand but ‘embrace’ the challenges of the current policy environment, which imposes braces of its own. All ITE providers in England must present their curriculum and teaching plans for approval by the Department for Education, one of many significant changes to ITE required in England over the last decade. Furthermore, for such plans to be approved they
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������� and Irina Ivanova. "Composing the technology of students� self-monitoring in extracurricular activities under FSES PGE." Standards and Monitoring in Education 2, no. 6 (2014): 14–22. http://dx.doi.org/10.12737/7620.

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Article has actual scientific issues associated with the detection capabilities of technology monitoring self-identity in the context of quality management
 of modern education. The article raises the question of design, implementation and monitoring technology sense of self-development of younger
 schoolboys in the development of GEF primary education in extracurricular activities, the methodology and technology tools for its implementation.
 The proposed self-monitoring technology students in extracurricular activities under the GEF primary education takes into account the req
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Wara, Shepard, Matsiliso Mocheke, Kudzanai Tavirimirwa, and Caesar Mutare. "An evaluation of computer-assisted teaching strategies used by Postgraduate Diploma in Education (PGDE) students in teacher training programmes." International Journal For Multidisciplinary Research 7, no. 3 (2025). https://doi.org/10.36948/ijfmr.2025.v07i03.45632.

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The research sought to evaluate the use of computer assisted teaching strategies by PGDE student teachers who are on teaching practice in Hwange Urban district secondary schools of Zimbabwe. The objectives of the study were to examine the degree of support of computer assisted teaching strategies used by (PGDE) students during their teacher training programmes and to find out the effectiveness of the computer assisted teaching strategies and assess the competence skills of PGDE students in the use of computer assisted teaching strategies as well as challenges faced by these students. This qual
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Hanington, Linda Mary. "Transitions into teaching: Experiences of career-change teachers in Singapore." AsTEN Journal of Teacher Education 3 (December 24, 2018). https://doi.org/10.56278/asten.v3i.1020.

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This case study explored the experiences of 15 career-change teachers during their early transitions into their new profession. Data were collected from two interviews: the first at the start of a postgraduate diploma in education (PGDE) after a period of contract teaching, and the second after completing teaching practice towards the end of the PGDE programme. They were analysed using Clarke and Hollingsworth's (2002) Integrated Model of Teacher Professional Growth (IMTPG). The findings indicate that the research participants were active agents in the transition process and drew on qualities,
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Lalith, Ranjan Gonsalkorala. "STUDENT TEACHERS' PROGRESS IN TEACHING PRACTICE UNDER THE SUPERVISION OF MASTER TEACHERS." European Journal of Education Studies 3, no. 7 (2017). https://doi.org/10.5281/zenodo.833773.

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One of the most popular teacher training programmes of study conducted by The Faculty of Education of the Open University of Sri Lanka is the Post Graduate Diploma in Education (PGDE) Programme. One of the aims of this programme is to upgrade student teachers’ theoretical knowledge and practical skills with regard to the Teaching – Learning process. Teaching practice is the most important component of the PGDE programme which is conducted in two stages. The first stage is conducted in the student teachers’ schools itself, which has a duration of 10 weeks. During this period, the student teache
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Dzimiri, Wonderful, and Mercy Kurebwa D. "Exploring Concerns Raised by University-Based Supervisors of Post Graduate Diploma in Education (PGDE) Students on Teaching Practice (TP)." International Journal of Innovative Research and Development 7, no. 4 (2018). http://dx.doi.org/10.24940/ijird/2018/v7/i4/jan18068.

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Silvanos Chirume. "Towards a New Teacher-Training Model for ODL: The Challenges Faced by PGDE Students and Their Mentors and Supervisors During Teaching Practice." US-China Education Review A 7, no. 10 (2017). http://dx.doi.org/10.17265/2161-623x/2017.10.003.

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Chifamba, Constance, Aaronias Matshisela, Christinah Dlamini, and John Masundulwani. "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). http://dx.doi.org/10.47191/ijsshr/v6-i3-28.

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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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Mandiudza, Leona. "Instructional Guidance to Zimbabwean Experienced Student Teachers with Bachelor’s Degrees Studying Towards Postgraduate Diplomas in Education." Progressio: South African Journal for Open and Distance Learning Practice 40, no. 1 & 2 (2018). http://dx.doi.org/10.25159/0256-8853/4698.

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Instructional guidance is an essential component of the professional training teachers receive as it assists in the production of efficient and effective teachers. The story of experienced graduate teachers who have no requisite professional qualifications is unique as these teachers join a training programme, the Post Graduate Diploma in Education (PGDE), when they already have some experience in teaching, with some already in instructional leadership positions at their schools. The problem arises when they are the ones to be supervised when they join the training programme. This research stu
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Merisi, Peter Oluwaseun, Sindisiwe Msani, and Favour Mba. "A Reflection on Preparing PGCE English Pre-Service Teachers for Effective Teaching Practices." E-Journal of Humanities, Arts and Social Sciences, October 9, 2023, 1174–83. http://dx.doi.org/10.38159/ehass.20234101.

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This paper argued that Postgraduate Certificate in Education (PGCE) students in South Africa, as well as other nations of the globe, deserve more attention than their undergraduate counterparts in terms of the training and support they receive at the teacher education programmes. The paper is a reflection journal of a PGCE English grammar lesson, and the observation revealed that the PGCE students had certain knowledge expectations before they enrolled in the teaching profession. It further indicated that such expectation was a function of their prior learning experiences and current experienc
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Dunn, Harriet. "Opening Up Opportunities: Postgraduate Certificate in Education Secondary Art and Design Trainees' Experiences of Teaching Pupils Identified as Having Visual Impairment in Art Education." International Journal of Art & Design Education, October 13, 2023. http://dx.doi.org/10.1111/jade.12483.

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AbstractPostgraduate Certificate in Education (PGCE) secondary art and design trainees facilitated an art education project for pupils at a specialist school for visual impairment (VI) in the Northwest of England. This paper focuses on the ways in which the art education project was designed to better prepare PGCE trainees for working with pupils with VI. There is an exploration of a series of reflections at the end of the art education project and again upon completion of the PGCE course. Feedback provided by PGCE trainees indicated the ways they were able to transfer the skills learnt regard
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"Practices and Challenges of Postgraduate Diploma in Teaching (PGDT) Programme: The Case of Haramaya University." International Journal of Science and Research (IJSR) 5, no. 5 (2016): 242–51. http://dx.doi.org/10.21275/v5i5.nov162547.

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Kiggundu, Edith. "Teaching Practice In The Greater Vaal Triangle Area: The Student Teachers Experience." Journal of College Teaching & Learning (TLC) 4, no. 6 (2007). http://dx.doi.org/10.19030/tlc.v4i6.1572.

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Teaching Practice as observed by (Ngidi and Sibaya 2003) forms an integral part of teacher training. It exposes the students to a teaching environment in which they will contextualise their theoretical knowledge gained during their training. It also grants student teachers experience in the actual teaching and learning environment. Given the importance of teaching practice, the researcher sought to investigate the experiences of student teachers doing their teaching practice. This paper examines of the positive experiences and challenges faced by Vaal University of Technology (VUT) Post Gradua
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Mpindo, Ernest, and Matsolo Mokhampanyane. "Bricolage, Self-reflection, and Transformative Pedagogy among Student Teachers: A Case of Micro-teaching Practices for a Transformative Pedagogy." Journal of Education and Learning Technology, July 12, 2024, 52–61. http://dx.doi.org/10.38159/jelt.2024542.

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This transformative research paper discusses individual agency and looks into how students apply critical self-reflection after being exposed to micro-teaching. When student teachers graduate to become fully trained teachers, it is required of them to have both theoretical and practical competency. Student teachers struggle to use micro-lessons as a tool to improve practice, instead, they perform micro-lessons for marks which defeats the entire purpose of conducting micro-teaching practices. This qualitative research paper adopted the Participatory Action Research (PAR) approach, underpinned b
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