A Reflection on Preparing PGCE English Pre-Service Teachers for Effective Teaching Practices

Peter Oluwaseun Merisi ORCID iD, Sindisiwe Msani and Favour Mba

Issue: Vol.4  No.10  Article 1 pp.1174-1183
DOI: https://doi.org/10.38159/ehass.20234101 |   Published online 9th October, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).


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 experiences of learning in the teacher education programme. The findings from the observation revealed the knowledge gap in their training which the students themselves deem a powerful force in the formation of their professional identity as teachers in training. It is therefore argued in this paper that such a gap, if not well addressed, may leave educationists in a situation where they continue to produce graduate teachers who are not just ill-prepared but who also lack confidence in themselves as well as the institutions that trained them. The paper thus has two implications for practice: implications for PGCE curriculum development and implications for a reflexive pedagogy in PGCE classes in the teacher education programmes in South Africa and globally.

Keywords: PGCE Pre-service Teachers, Teacher Education, Curriculation, Pedagogic Practices, Reflexive Pedagogy

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Dr. Peter Oluwaseun Merisi is a Senior Lecturer in the Division of Languages, Literacies and Literatures, School of Education, University of the Witwatersrand, South Africa. Prior to his arrival at Wits in January 2023, Dr. Merisi had lectured for close to a decade at the University of KwaZulu-Natal and Durban University of Technology. Thereafter, he was appointed as the postgraduate research advising specialist and academic developer on the Mafikeng campus of the North-West University (February 2021- December 2023). Dr. Merisi has published several articles and book chapters in reputable and accredited local and international journals. He has also supervised several postgraduate students. His research areas include Academic literacy, grammar teaching, multilingualism, teacher education, teaching English as a second language, digital humanities, language and assessments, language policies, etc. He is currently coordinating the bachelor of honours degree programme in the English Education Unit of Wits School of Education.

Sindisiwe Msani is currently completing her PhD at the University of the Witwatersrand, South Africa. She has a Bachelor of Education from the University of KwaZulu-Natal; an Honours Bachelor of Education from the same university specialising in isiZulu; and a Master in Education in Language and Arts, specialising in isiZulu. She is a former educator (2010-218). Since December 2018, she has been working as a lecturer at higher education institutions (private and public). She has participated in many programs to promote African languages. She is currently working as an associate lecturer at Wits School of Education for isiZulu FAL and Home Language. Her research interests include code-switching, multilingualism, multiculturalisms, teaching pedagogies, inclusive education and language policies.

Favour Mba is currently a research assistant at the University of the Witwatersrand, School of Education, South Africa under the mentorship of Dr Peter Merisi. She has a master’s degree from the Vaal University of Technology. She is passionate about research and currently researches the link between digital technologies and pedagogic practices in teacher education programmes. She is an emerging scholar, very dedicated and passionate about research writing.

Merisi, Peter O., Msani, Sindisiwe and Mba, Favour. “A Reflection On Preparing PGCE English Pre-Service Teachers For Effective Teaching Practices.E-Journal of Humanities, Arts and Social Sciences 4, no.10 (2023): 1174-1183.  https://doi.org/10.38159/ehass.20234101

© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).