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- W3048633984 abstract "There is a concern in South Africa that most teachers who are currently graduating from universities to join teaching profession are underprepared. This is a worrying factor for the country as this affects the quality of basic education in South African. The purpose of this study was to investigate the role play by small group teaching in promoting deep learning in the teacher education programme. The researchers used a qualitative approach grounded in phenomenology as the research design. Participants consisted of students who enrolled for teacher education (Bachelor of Education) in academic year 2019. Purposive sampling was used to select four underperforming students and four performing students in Specific Subject Didactics. The total sample size was eight. Data was collected through individual semi-structured interviews. A thematic approach was used to analyse the data. The results of the study revealed that small group teaching play a significant role in promoting deep learning. The study further revealed that small-group teaching bring sense of belonging and responsibility on the site of students. The study concluded that students that are taught through small group teaching become more critical and reflective teachers. The study revealed some challenges of small group teaching such as students whom hide behind others. The study recommends that the use of small group teaching be made compulsory for lecturers in the teacher education. Moreover, the study recommended that each study be given responsibility during small group teaching to avoid students hiding behind others." @default.
- W3048633984 created "2020-08-18" @default.
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- W3048633984 date "2020-01-01" @default.
- W3048633984 modified "2023-09-23" @default.
- W3048633984 title "SMALL-GROUP TEACHING AS TRAJECTORY FOR DEEP LEARNING IN TEACHER EDUCATION: STUDENTS PERSPECTIVE IN ONE SOUTH AFRICAN UNIVERSITY" @default.
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