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Fine Art teachers have more instructional responsibilities and demands placed on their time, compelling them to proceed from one lesson to the next without adequate preparation and reducing the amount of time and energy they have to be thoughtful in their planning and reflection. In order to support fine art teachers in their teaching, professional development opportunities are to be made available. Research has shown that even when students complete a fine art-degree programme and pedagogicaldoi:10.4314/afrrev.v3i4.47553 fatcat:tlp574okgvgk3mmqwb7igkom2a