Examining Learner-centred Pedagogy and Assessment Practices in Teacher Training Program at Universities of Iran: Investigating Teachers' and Students' Attitudes

Globalized approaches to teaching are developing in extent, notifying the idea for educational alterations, improving present teaching activities, and considering the paradigm shift in teaching towards learner-centered pedagogy. Although this new paradigm of teaching has long been presented to language teaching, it is believed that scarce attention has been given to its implementation in Iranian EFL context. The present investigation is an attempt to reveal the extent to which assessment procedures correspond to learner-centered pedagogy regarding Iranian TEFL instructors’ and students’ attitudes. To this end, a sample of 378 teacher training students, and 196 instructors were selected based on convenience sampling. Data were gathered through the validated and reliable scales of assessing learner-centered pedagogy implementation. The collected data were analysed using one-sample and independent samples t-tests. The results of the analysis demonstrated that according to the students’ and teachers' attitudes, assessment procedures do not correspond to learner-centered pedagogy in teacher training program at universities of Iran. Therefore, it is concluded that assessment procedures relating to learner-centered pedagogy are still behind the standards of learner-centered pedagogy. The results provide insights into considering the new paradigm of education in teaching to promote teacher training courses. Besides, they can be useful for material developers, and syllabus planners.