n South African Journal of Education - An analysis of the extent to which English Second Language teacher educators are implementing learner-centred teaching and learning : a case study
|Article Title||An analysis of the extent to which English Second Language teacher educators are implementing learner-centred teaching and learning : a case study|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Author||Sonja Van Aswegen and Carisma Dreyer|
|Publication Date||Jan 2004|
|Pages||295 - 300|
ISI Social Science
The primary learning environment for undergraduate students, the fairly passive lecture-discussion format where teacher educators talk andmost students listen, is contrary to almost every principle of an optimal student learning setting. The current view in higher education isthat teacher educators need to focus on student learning rather than on teaching. One of the challenges in moving a university, and in thiscase specifically a Faculty of Education Sciences, toward learner-centredness is to help teacher educators understand what learnercentrednessmeans and to help them overcome implementation barriers. The purpose in this article was to a) determine the nature and scopeof English Second Language (ESL) teacher educators' tasks at a tertiary institution, b) determine the extent to which ESL teacher educatorsare implementing a learner-centred approach to teaching and learning, c) identify the factors, if any, that impede the transition to alearner-centred approach to teaching and learning, and d) provide recommendations to facilitate the implementation of a learner-centredapproach to teaching and learning within a faculty of education sciences.
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