Constraints influencing the efficacy of a PGCE mathematics program: A case study

Abstract

The learning attainment of South African learners in mathematics is, as The International Mathematics and Science Study (TIMSS) data reveal, far from optimal. A key contributing factor is a shortage of competent and confident qualified mathematics teachers. The Post Graduate Certificate in Education (PGCE) offered at South African universities is a key qualification designed to address this challenge (amongst others, such as the Bachelor of Education [B.Ed.]). However, the success of the PGCE as a preparation for mathematics teachers is not without concern, as this paper argues. Using a qualitative case study focusing on a PGCE with a mathematics focus offered by a university of technology, this paper discusses the constraints identified by prospective teachers and teacher educators. Constraints are explored by focusing on the curriculum, partnerships, and policy relating to the delivery of the PGCE as true and critical to the efficacy of the program. The paper contributes to context-specific understanding of the constraints influencing the PGCE's efficacy (as offered in 2014) in developing newly qualified teachers' (NQTs) skills and knowledge to be confident and competent mathematics teachers.