Perceptions of Post Graduate Diploma in Education (PGDE) Student Teachers on the Teaching Profession: Evidence from Two Universities

Perceptions are key determinants of one's choice of a profession or career and the level of commitment to, and stay in, a given profession. Arguably, teacher educators cannot ignore teacher trainees’ perceptions of the teaching profession as these shape their attitudes towards teaching since favourable perceptions cast positive effects on professional practice. Research indicates that positive teacher perceptions are fundamental to effective teacher performance. Conversely, teachers’ negative perceptions can be sources of stress with a potential to undermine teacher effectiveness. We argue that different perceptions lead to different attitudes, which determines students’ choices to enrol and stay inthe teaching profession, their development of critical thinking, reflective practice, and motivation. It is pertinent, therefore, to explore these perceptions among Open Distance Learning post graduate student teachers. Such knowledge is significant to teacher educators in their quest to develop a teacher with positive attitudes towards the teaching profession. This study explored the perceptions of Post Graduate Diploma in Education (PGDE) students’ towards the teaching profession. Underpinned by the interpretive framework, this study employed a qualitative design, which entails the interpretation of lived experiences that shape and manifest in participants’ perceptions, and thus provide rich and deep data which describe phenomena in words. The participants of this study were PGDE students from two universities, purposively selected as information-rich cases that could be studied in depth. Data were collected through individual in-depth interviews and focus group discussions. Data were organised around themes emerging from the data and based on recurring patterns in line with the qualitative research. Findings indicated that PGDE students perceive teaching as the only reliable employer in the face of high unemployment in the country, coupled with assurance of a job once one qualified. Furthermore, one had to respond to policy dictates that require a teaching qualification or enrolment in a PGDE programme for degree holders.