This interpretive study is situated within a qualitative paradigm. The sample included four education faculties in South Africa. Data collection instruments comprised of focus-group and semi-structured interviews. Data was collected from final-year BEd students and their lecturers. An interpretation drawn from the results of this article is that most lecturers still subscribe to outmoded, authoritarian ways of teaching. Affiliation to this retrograde pedagogy limits the development of a dialogic relation between the lecturer and the student; feeding the notion of passive learning. Teacher educators should possess a knowledge of various teaching and learning theories; a large repertoire of teaching strategies. It is recommended that monitoring tools be introduced to ensure that all teacher educators have, or are in the process of, using a broader selection of methodologies to empower, inspire and sustain development of teachers.

中文翻译：

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我们如何真正地教我们的学生？教育学中的一个悖论

这项解释性研究属于定性范式。样本包括南非的四个教育系。数据收集工具包括焦点小组访谈和半结构化访谈。数据来自BEd的最后一年的学生及其讲师。从本文的结果得出的解释是，大多数讲师仍然赞成过时的，威权主义的教学方式。这种逆行教学法的隶属关系限制了讲师与学生之间对话关系的发展；提供被动学习的概念。教师教育者应具备各种教学理论的知识；大量的教学策略。建议引入监视工具，以确保所有教师教育者已经或正在从事以下工作：