An analysis of the extent to which English Second Language teacher educators are implementing learner-centred teaching and learning: a case study

Abstract

The primary learning environment for undergraduate students, the fairly passive lecture-discussion format where teacher educators talk and most students listen, is contrary to almost every principle of an optimal student learning setting. The current view in higher education is that teacher educators need to focus on student learning rather than on teaching. One of the challenges in moving a university, and in this case specifically a Faculty of Education Sciences, toward learner-centredness is to help teacher educators understand what learnercentredness means and to help them overcome implementation barriers. The purpose in this article was to a) determine the nature and scope of English Second Language (ESL) teacher educators' tasks at a tertiary institution, b) determine the extent to which ESL teacher educators are implementing a learner-centred approach to teaching and learning, c) identify the factors, if any, that impede the transition to a learner-centred approach to teaching and learning, and d) provide recommendations to facilitate the implementation of a learner-centred approach to teaching and learning within a faculty of education sciences.


South African Journal of Education Vol.24(4) 2004: 295-300