Pre-service teachers' perceptions of lecturers' teaching and learning strategies in moral education

Abstract

Effective lecturers have a repertoire of effective practices to ensure student learning outcomes. This study investigates pre-service teachers' perceptions on moral lecturers' teaching and learning strategies at two different higher learning institutions. A descriptive case study design was employed in developing the study. Focus group interview was conducted with seven pre-service teachers on voluntary basis. Only one instrument was used in data collection namely focus group interview protocol. Thematic analysis was used to analyse the interview data. Six categories were analysed from the interview data: Intellectual excitement, values, inquiry and reflection, technology integration and resources, constructive alignment and international and cultural diversity. The findings from the study revealed that the teaching and learning strategies incorporate 21st century learning including getting pre-service teachers' engagement through technology use and multimedia resources.