This study explores students’ experiences of learning and teaching on the QTS primary four year degree. The participants were in their second year and had just begun their english curriculum module. The study aims to explore responses to two different teaching styles—one leaning towards a transmissional mode of delivery and the other more facilitated learning. The study aims to explore the themes of deep and surface approaches to learning as well as the participants’ conceptions of the lecturer’s role and explores which mode of delivery is more likely to foster a deep approach to learning. Underpinning this study is my journey from primary school teacher to teacher educator and from teacher-focused to student-centred learning.
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