Postgraduate Certificate in Education Student Teachers' Perceptions about Communities of Practice at Schools: Work Integrated Learning Reflections

Autor/inn/en	Msimanga, Mothofela Richard; Mabalane, Valencia; Ramaila, Sam; Ramdhany, Virendra
Titel	Postgraduate Certificate in Education Student Teachers' Perceptions about Communities of Practice at Schools: Work Integrated Learning Reflections
Quelle	In: International Journal of Higher Education, 10 (2021) 5, S.155-165 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Student Teachers; Experiential Learning; Teaching Skills; Communities of Practice; Student Attitudes; Skill Development; Program Effectiveness; Team Teaching; Teacher Collaboration; School Administration; South Africa + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Experiental learning; Erfahrungsorientiertes Lernen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Community; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Teamteaching; Lehrerkooperation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Postgraduate Certificate in Education (PGCE) student teachers participate in work-integrated learning to develop their professional skills by critically reflecting on their school experience. This study examined how PGCE student teachers perceived Communities of Practice during their work-integrated learning. This study adopted a generic qualitative research design and involved a group of PGCE student teachers at a South African university. Data, which was thematically analysed, was generated by means of reflective group discussions and summaries. The study was underpinned by the Cultural Historical Activity Theory as the underlying theoretical framework. The study revealed that student teachers perceived Communities of Practice as a sustainable and collaborative means through which their professional practices can be enhanced. In addition, Communities of Practice are viewed as an effective catalyst to strengthen school management in its broadest sense. Contextually appropriate recommendations for strengthening initial pre-service teacher training within the broader South African context are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01