ABSTRACT
The chapter reports on a research project that aimed to construct a framework for the design of a one-year secondary school teacher education programme (PGCE). The research project consisted of four phases. In the first phase, literature was reviewed on the features of exemplary initial teacher education programmes. This review was used to frame the empirical investigation (phase two), which focused on the experiences of student and novice teachers (the latter, retrospectively) of an existing PGCE programme. Data were collected through questionnaires, semi-structured focus-group interviews, messages from the instant-messaging platform (WhatsApp), and students’ reflective journals. In the third phase, literature on 21st-century teaching and learning and 21st-century teacher education was explored. The framework was constructed in phase four, drawing on the empirical research and the two-phased literature review. The framework offers a heuristic to facilitate the design of a teacher education programme to educate student teachers for present local needs and challenges as well as the demands of an increasingly volatile, uncertain, complex, and ambiguous (VUCA) world.
