Critical Reflection on How Teaching Preaching can be Enhanced through Constructive Alignment

Abstract

Issues about practical knowledge/deep learning on the current teaching and learning preaching practices in the Department of Practical Theology at the Theology Faculty (of the University of the Free State) are illuminated. The action learning and action research methodology is applied. Growing evidence indicated that there is a disjunction between the level of student competencies and incongruent teaching practices in the faculty. Failure in the operationalization of both an interdisciplinary and a constructive alignment approach, is at the core of surface learning. Former and current students seem to struggle in aligning their studies and adapting to an unfamiliar, diverse, pluralistic and complex postmodern society. We teach content and assess students on the basis of what they know. The content does not relate to students’ own experiences or the larger issues in society.