Abstract
In this qualitative paper, I narrate an effective strategy to ensure quality assessment and evaluation within the PGCE programme among teacher training institutions in South Africa. Notably, assessment in the PGCE programme is still administered in an ordinary way including tests, examinations, presentations, projects, and assignments. These measures do not sufficiently assess or evaluate the skills student teachers should acquire. Moreover, the above-mentioned strategies do not enforce the practical nature of the PGCE programme and full comprehension of the teaching career. Critical Emancipatory Research foregrounded this study since it sought to critique and challenge, transform and empower; it is also geared towards social justice and enhances the principles of democracy. In this study, I intended to answer one crucial research question: how can PGCE be effectively assessed in teacher training institutions? To successfully answer this question, I adopted participatory action research, and data collected was analysed data using a thematic analysis strategy. Findings show that portfolio is the effective assessment strategy within the Post Graduate Certificate in Education among teacher training institutions in South Africa. Furthermore, a portfolio serves various advantages in the PGCE programme such as allowing students to construct precise knowledge of their prospective caring assessment. I, therefore, argue that teacher training institutions with the PGCE programme should highly adopt portfolio as a form of assessment as it seems unpopular yet very effective. The implication of this study is to contribute knowledge of ensuring quality assessment in the PGCE programme.
Presenters
Nosihle Veronica SitholeLecturer, Post Graduate Studies in Education, Central University of Technology, Free State, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Keywords: Quality assessment, PGCE programme, Critical Emancipatory Research, Portfolio
