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The article discusses the inadequacies in the preparation of student teachers at the University of Limpopo to handle disciplinary issues in South African schools, highlighting the historical context of discipline and the impact of the South African Schools Act. A qualitative case study involving interviews with students, lecturers, and program coordinators revealed that current training methods are insufficient for effectively addressing learner discipline. Recommendations are made to enhance the preparatio
- Author
- candice
- Language
- EN