Abstract:This article focuses on preservice teachers' critical reflections on after-school, one-on-one tutoring of learners. We discuss the conceptualisation of two modules in which the tutoring is located. Reflective dialogue is used to capture preservice teachers' tutoring experiences and perceptions. A critical theory lens is used to analyse preservice teachers' reflections to distinguish between reflection that remains at a descriptive level and that involving more criticality and consideration of social change. We… Show more
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