Our aim was to explore how real-world experience, inclusive of engagement with cultural
differences, influences the quality of students’ learning in a Life Skills module in pre-service
Foundation Phase teacher education. The study was conducted with 147 students in their final
year of the Bachelor of Education (Foundation Phase specialisation), at the University of the
Free State. A case study design was employed to collect qualitative data by means of focus
group discussions, open-ended questionnaires, and face-to-face semi-structured interviews. The
findings of the study suggest that the use of the real world, as a context for authentic learning,
enables meaning making, where students gain first-hand experience that allows them to engage
with the complexities of preparing to teach in the Foundation Phase.

doi: 10.15700/201503070752