|Institution:||University of KwaZulu-Natal|
|Full text PDF:||http://hdl.handle.net/10413/11881|
This research draws on a case study of six university tutors who were teaching the PGCE students at a university in KwaZulu-Natal. The study gives the university tutors a voice to air their views on what teaching resources they use at the university to teach the PGCE students. The study revolved around three critical questions which were used to draw out information from the participants. The first question was what teaching resources do the tutors use in teaching practice modules for the PGCE? Secondly how do the tutors use these teaching resources in teaching practice modules for PGCE? And lastly why do tutors use these teaching resources the way they use them? Some tutors claim to be using teaching resources to assist them to achieve their aims of the curriculum while others thought that it was convenient to teach with resources simply because the students understood the lesson. The study concluded that teaching resources are very important and should be used in the teaching and learning environment. Participants also indicated that the teaching practice students visit three types of schools during their teaching practice time. Namely an under resourced school, middle resourced and a well resourced school. At this juncture the researcher would like to highlight that students attending the PGCE course must be serious about their career. They must develop a passion for teaching to enable and understand the imperativeness on the usage of teaching resources. Data collection occurred through document analysis, observations and semi structured interviews. The study was framed around activity theory.