Abstract
The value of theory in the education of teachers is often being contested in the current 21st century skills discourse. The intention of this research project is to understand how the theory mediated to PGCE students influence their practice, how they apply pedagogical content knowledge to the realities of the classroom and to arrive at an understanding of how they experience their practice as novice teachers. The low quality of teaching and learning in schools has notably been a matter of concern and has brought the education and training of teachers to the fore. One of the issues is the kind of teacher education received by teachers. This research study critically explores PGCE graduates understanding, practice and reflections on theory studied during their PGCE course. Additionally, it looks at other experiences in their teacher education that PGCE teachers found productive and unproductive for their practice. The central question this study addresses is: how do PGCE graduates understand, practice, and reflect on the value of curriculum theory and other teacher education experiences for their practice?...
M.Ed. (Education)