Learner-centred teaching education generally involves methods of teaching that move the focus of instruction from the teacher to the learner. The “learner-centred” label is subsequently attached to teaching strategies, learning events, classroom layout and learning programmes. Aspects such as active learning, learner commitment and the construction of own knowledge are among the principles of learner-centred teaching. Worldwide, the thorough training of teachers is crucial. Every organisation preparing teachers should establish whether they offer suitable qualifications that empower student teachers to cope with the abundant difficulties of the teaching occupation, including learner-centred teaching. The aim of this article is to explore student teachers’ perceptions, experiences, and challenges of learner-centred teaching. To this end, an inquisitive research strategy and qualitative research approach were selected as suitable methodology. Data was collected through a voluntary written assignment set out in student teachers’ teaching practice notebooks. The participants were fourth-year students enrolled at a higher education institution for the Bachelor of Education (BEd) qualification (with speciality in the Foundation Phase). These students were placed in productive, successful schools for the duration of their teaching practicum by the teachers training institution. In addition to their placements, they had to complete their teaching practice at schools in widely differing social environments. The schools’ locations ranged from well-off areas, with good teaching means, to schools in poor areas that were lacking learning support materials. The participants were from diverse cultural groups. Furthermore, the constructivist learning theory was used as theoretical framework. The findings reveal that student teachers have a limited understanding of learner-centred teaching and are currently experiencing three serious challenges with regard to learner-centred teaching. To combat this, guiding principles involving lecturers’ support and involvement, reflection, and the accountable intervention of mentor teachers are suggested. Keywords: community of practice; constructivism; internships; learner-centredness; mentor teachers; pre-service teaching; student teachers

中文翻译：

---

学生教师对以学习者为中心的教学的看法、经验和挑战

以学习者为中心的教学教育通常涉及将教学重点从教师转移到学习者的教学方法。“以学习者为中心”的标签随后附在教学策略、学习活动、课堂布局和学习计划上。主动学习、学习者承诺和自身知识的构建等方面都是以学习者为中心的教学原则。在世界范围内，对教师的全面培训至关重要。每个准备教师的组织都应确定他们是否提供合适的资格，使学生教师能够应对教学职业的大量困难，包括以学习者为中心的教学。本文的目的是探讨学生教师对以学习者为中心的教学的看法、经验和挑战。为此，一种好奇的研究策略和定性研究方法被选为合适的方法。数据是通过学生教师的教学实践笔记本中规定的自愿书面作业收集的。参与者是在高等教育机构注册获得教育学士 (BEd) 资格（具有基础阶段的专业）的四年级学生。在教师培训机构的教学实习期间，这些学生被安置在富有成效的成功学校。除了实习之外，他们还必须在不同社会环境中的学校完成教学实践。学校的选址从教学手段良好的富裕地区到缺乏学习辅助材料的贫困地区的学校。参与者来自不同的文化群体。此外，建构主义学习理论被用作理论框架。研究结果表明，学生教师对以学习者为中心的教学的理解有限，目前在以学习者为中心的教学方面正面临三个严峻的挑战。为了解决这个问题，建议指导原则包括讲师的支持和参与、反思以及导师教师的负责任干预。关键词：实践社区；建构主义；实习；以学习者为中心；辅导老师；职前教学；学生教师 研究结果表明，学生教师对以学习者为中心的教学的理解有限，目前在以学习者为中心的教学方面正面临三个严峻的挑战。为了解决这个问题，建议指导原则包括讲师的支持和参与、反思以及导师教师的负责任干预。关键词：实践社区；建构主义；实习；以学习者为中心；辅导老师；职前教学；学生教师 研究结果表明，学生教师对以学习者为中心的教学的理解有限，目前在以学习者为中心的教学方面正面临三个严峻的挑战。为了解决这个问题，建议指导原则包括讲师的支持和参与、反思以及导师教师的负责任干预。关键词：实践社区；建构主义；实习；以学习者为中心；辅导老师；职前教学；学生教师