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This article elucidates issues about practical knowledge/deep learning on the current teaching and learning preaching practices in the Department of Practical Theology at the Faculty of Theology of the University of the Free State. The action learning and action research methodology is applied. Growing evidence indicates that there is a disjunction between the level of student competencies and incongruent teaching practices in the Faculty. Failure in the operationalization of both andoi:10.4314/actat.v32i2.3 fatcat:u3fmjgvrzrbnjiqp4b3kcby3ke