ABSTRACT
As we saw in chapter 3, a well-known problem in teacher education is that many student teachers enter their preparation program with preconceptions about teaching and learning that are rooted in their experience as students. For example, many student teachers consider the teacher a “transmitter of information,” although findings from educational research stress the importance of making learners active participants in their own learning process. The latter view implies that the teacher should be a facilitator of learning rather than a transmitter of information.
