demonstrations were uncoordinated and therefore didn’t have much of an impact. Students, joined by many tourists and the press, went to the left, then to the right, then back, crossed the street, sometimes stopping for a few minutes.

The crowd was blocking the pavement, but it was always possible for other people to get through. Policemen were mostly just taking care of the traffic, so when there was a green light they let us cross the street and when there was a red, they blocked us. Once, when the crowd was blocking a bus, the police were a little more active, holding hands and pushing the crowd back onto the pavement. On another occasion, when someone was injured, the situation became rather more intense. It was a signal forconstructions of the process through which individuals become teachers.

This paper reports on a qualitative enquiry into the affordances of case-based teaching for the professional learning of student-teachers. The context is a first-year foundational course in a four-year undergraduate teacher education programme, offered by an urban university in Johannesburg, South Africa, with a student enrolment of close to 700 students (divided into two groups of 350 students). Data sources used for this study were focus group interviews with student-teachers, individual interviews with teacher educators, video footage of classroom interaction, first-person reports by student-teachers in the form of reflective essays, student-teachers’ discussions on blackboard and examination scripts. The research showed that case-based teaching elicits engaged learning; assists with developing understanding of the complexities of teaching and enables student-teachers to relate