Abstract

This paper describe one aspect of a recent study that investigated the impact and dimensions of several teaching and learning approaches utilised in tertiary institutions. The study aimed to reduce reliance on surface learning techniques and improve deep learning processes amongst a cohort of undergraduate students studying in a Bachelor of Education (Early Childhood) at a regional university in NSW, Australia. The quantitative results of the study have been reported elsewhere and this paper details the whole of course interventions and results of the action research component.

Keywords: Action research, deep learning, preservice teacher education