Professional Preparedness of Newly Qualified (NQTs) Teachers in South Africa: A Scoping Literature Review of Postgraduate Certificate in Education Programme (PGCE)
Keywords:
Teacher training; professional preparedness; postgraduate certificate; newly qualified teachers; situated learning theoryAbstract
This scoping literature review contends that the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy framework, while crucial for setting standards in South African teacher education, is insufficient in ensuring the professional preparedness of Post Graduate Certificate in Education (PGCE) newly qualified teachers (NQTs). The study employs a multi-dimensional framework incorporating Lave and Wenger’s situated learning theory (SLT) (1991), and Bandura’s social learning theory (1977) which subsequently evolved into social cognitive theory (SCT) (1986) to assess (PGCE) programmes comprehensively. The review highlights significant concerns related to inadequate time, support, resources, and training in initial teacher education (ITE) and therefore also in the PGCE programmes. Findings indicate that NQTs face persistent challenges, including deficient content and conceptual knowledge, suggesting a misalignment between policy intentions and the practical outcomes of teacher preparedness. Conclusions drawn from the study emphasise the need to enhance PGCE programmes by increasing practical training and mentorship time, integrating hands-on teaching experiences, and adapting new curricula to prepare teachers better for diverse environments. The paper recommends comprehensive training in technology, the provision of resources for teaching in multicultural settings, and structured induction programmes alongside continuous professional development for NQTs. Lastly, this study proposes a conceptual comprehensive framework to guide PGCE programmes in better equipping NQTs, ultimately enhancing their professional preparedness and efficacy.
https://doi.org/10.26803/ijlter.24.8.39
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