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It also examined the kind and level of knowledge students expected and sought from the programme. A qualitative design used a questionnaire administered to 146 part-time students teaching across urban, rural, and township high schools. Results show expectations focused on curriculum knowledge and, despite prior training, perceived gaps in content knowledge, alongside adequate understanding of teaching practice. Findings indicate a need to establish individual learner needs to ensure classroom practice is supported by graduation.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/part-time-post-graduate-certificate-in-education-teacher-students-what-do-they-bring-to-and-expect-from-a-formal-south-african-teaching-programme/593715/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/part-time-post-graduate-certificate-in-education-teacher-students-what-do-they-bring-to-and-expect-from-a-formal-south-african-teaching-programme/593715.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about PGCE part-time teacher-students?","Question",{"text":112,"@type":113},"The study examines the nature and extent of subject content and curriculum knowledge that part-time PGCE students bring to the classroom, and the knowledge they expect and seek from the programme.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and with how many participants?",{"text":117,"@type":113},"A qualitative design was used, with data collected through a questionnaire administered to 146 part-time students.",{"name":119,"@type":110,"acceptedAnswer":120},"What key findings relate to students’ expectations and content knowledge?",{"text":121,"@type":113},"Teachers in the first professional life phase expected to gain curriculum knowledge. Many students did not believe they had adequate content knowledge despite prior undergraduate training, and therefore expected the programme to help them learn it.",{"name":123,"@type":110,"acceptedAnswer":124},"What recommendation does the study make for improving the programme?",{"text":125,"@type":113},"The study recommends including content knowledge in the curriculum, and establishing individual student needs so that classroom practice requirements are addressed by graduation.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},593715,1792885462,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":137,"file_id":138,"file_url":139,"file_type":140,"file_size":141,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":142,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":143,"faqs":144,"seo_title":145,"seo_description":67,"update_tm":146,"read_time":31,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 9 | Article 5 |\n| --- | --- |\n\n2016  \nPart-time Post Graduate Certificate in Education Teacher-Students: What do they bring to and expect from a formal South African Teaching Programme?  \nTabitha Grace Mukeredzi  \nDurban University of Technology,, [tabitham@dut.ac.za](tabitham@dut.ac.za)  \nDoras Sibanda  \nUniversity of KwaZulu-Natal, [sibandad@ukzn.ac.za](sibandad@ukzn.ac.za)  \nRecommended Citation  \nMukeredzi, T. G., & Sibanda, D. (2016). Part-time Post Graduate Certificate in Education Teacher-Students: What do they bring to and expect from a formal South African Teaching Programme?. Australian Journal of Teacher Education, 41 (9).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss9/5](http://ro.ecu.edu.au/ajte/vol41/iss9/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss9/5](http://ro.ecu.edu.au/ajte/vol41/iss9/5)  \nPart-time Post Graduate Certificate in Education Teacher-students: What do they bring to and Expect from a Formal South African Teaching Programme?  \nTabitha Grace Mukeredzi  \nDurban University of Technology  \nDoras Sibanda  \nUniversity of KwaZulu-Natal  \nAbstract: The purpose of this study was to understand the nature and extent  \nof subject content and curriculum knowledge that part-time Post Graduate  \nCertificate in Education students in one South African university, brought to  \nthe classroom, and the kind and level of knowledge that they expected and  \nsought from the programme. The study employed a qualitative design and  \ndata were collected through a questionnaire administered to 146 part-time  \nstudents on this programme. These students were teaching in different  \ncontexts: urban, rural and, township high schools. The findings indicated that  \nteachers within the 0-3 years’professional life phase expected to gain  \nknowledge of the curriculum. The student teachers did not believe that they  \npossessed adequate content knowledge, despite their previous undergraduate  \ntraining and thus expected to learn the subject content knowledge from the  \nprogramme. Many of the students however had adequate understanding of  \nteaching practice although they still expected to learn more, including  \nlearning about aspects of professional teacher attributes. The core  \neducational modules in the programme exposed students to knowledge of  \ncurriculum and assessment requirements. However, these findings suggest a  \nneed to establish individual needs of students to ensure that their classroom  \npractice needs are addressed by the time they graduate. Given the link  \nbetween teacher content knowledge and student achievement, and the need to  \nimprove the content knowledge of PGCE part-time teacher-students, the study  \nrecommends inclusion of content knowledge in the curriculum.  \nKey words: Post Graduate Certificate in Education, kinds of knowledge, qualification, part-time students.  \nIntroduction and Background  \nMany developing countries experience challenges related to the mismatch between supply and demand of teachers (Bertram, Mthiyane & Mukeredzi, 2013; Mukeredzi, 2009) . South Africa has not been spared this challenge; for example, in 2006, 20 000 teachers left the profession, while only 6 000 teachers graduated (DOE, 2007) . More up to data national statistics are not available, however, the Educator Supply and Demand Report (2008) indicated a shortfall of approximately 15 000 teachers at the time. This shortage of teachers is more pronounced in rural and other marginalized contexts, where issues of “hard to staff, harder to stay” are more  \nsevere (Mukeredzi, 2013), thus creating a situation where most classrooms are handled by unqualified teachers (Hugo, Jack, Wedekind & Wilson, 2010) . The mismatch between teacher supply and demand has forced education systems to recruit graduates into the teaching field, who are not necessarily professionally qualified as teachers. In this regard, Jansen (2012) ci","cbCaiuICSH45oKSQ","https://ap.wps.com/l/cbCaiuICSH45oKSQ","pdf",543634,"English","# Introduction and Background\n# Abstract\n# Key words","[{\"question\":\"What does the study investigate about PGCE part-time teacher-students?\",\"answer\":\"The study examines the nature and extent of subject content and curriculum knowledge that part-time PGCE students bring to the classroom, and the knowledge they expect and seek from the programme.\"},{\"question\":\"How was the study conducted and with how many participants?\",\"answer\":\"A qualitative design was used, with data collected through a questionnaire administered to 146 part-time students.\"},{\"question\":\"What key findings relate to students’ expectations and content knowledge?\",\"answer\":\"Teachers in the first professional life phase expected to gain curriculum knowledge. Many students did not believe they had adequate content knowledge despite prior undergraduate training, and therefore expected the programme to help them learn it.\"},{\"question\":\"What recommendation does the study make for improving the programme?\",\"answer\":\"The study recommends including content knowledge in the curriculum, and establishing individual student needs so that classroom practice requirements are addressed by graduation.\"}]","Part-time Post Graduate Certificate in Education Teacher-Students: What do they bring to and expect from a formal South African Teaching Programme? | PDF",1792077776]