Abstract
Introduction The teaching and learning process of any group or level of students is always dynamic and can change its characteristics depending on the context in which it takes place. Accordingly, the process of training teachers is also characterised by several changes which are dictated by the process itself and the context and conditions inherent in the same process. McLeod & Reynolds (2007: 1) contend that “… we are teaching and learning in times of overwhelming change – changes in the way we know, changes in the way we teach and changes in what is expected of us as teachers and learners”.
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