Language Teacher Education: Challenges in Promoting a Learner-centered Perspective

Abstract

Helping in-service and/or pre-service teachers move towards a more learner-centered approach in their classrooms or self-access centers holds many challenges for the teacher educator. This paper discusses two major challenges: the teacher as learner and the role of macro-structures. The paper presents specific solutions the author has used to address the challenge of the teacher as learner and notes the critical kinds of challenges which macrostructures present for the implementation of a learner-centered classroom. For the teacher as learner, solutions include raising awareness through keeping a journal, helping teachers connect theory with their own practice, modelling by the teacher educator, providing sufficient time on task, and promoting teacher self-evaluation.