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dc.contributor.authorLiebenberg, Roleneen_US
dc.contributor.authorDippenaar, Hanlieen_US
dc.identifier.citationLiebenberg, Rolene & Dippenaar, Hanlie. 2015. Intense after-school tutoring holds many lessons – for learners and teachers. The Conversation: Africa, 20 August.
dc.description.abstractPre-service teachers must spend a few months working in schools to practice their craft and learn from qualified educators. This is an important part of their training, but it doesn’t allow pre-service teachers to work for an extended period with the same group of learners.The absence of such a sustained, intense interaction deprives pre-service teachers of an important opportunity to understand their learners' challenges – and their own shortcomings – before entering a classroom full time. A project in a peri-urban area about 75 kilometres from Cape Town is exploring what happens when trainee teachers are able to spend a full year tutoring the same one or two children. The early results are extremely encouraging for both the pre-service teachers and their 52 learners. It is also reaching a much wider pool as learners share their experiences with their peers.en_US
dc.description.sponsorshipBarclays Africa and nine universities, including the Cape Peninsula University of Technology, Nelson Mandela Metropolitan University, National University of Science and Technology and the Universities of the Free State, Kwa-Zulu Natal, Pretoria, Western Cape, Witwatersrand, South Africa.en_US
dc.publisherThe Conversationen_US
dc.subjectPre-service teachersen_US
dc.subjectCape Townen_US
dc.subjectWellington campusen_US
dc.subjectCape Peninsula University of Technologyen_US
dc.titleIntense after-school tutoring holds many lessons – for learners and teachersen_US
Appears in Collections:Edu - Journal Articles (not DHET subsidised)
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