Teacher Educators' Professional Learning and Pedagogical Change in Relation to Learner-Centred Pedagogy

Teacher education has received less attention in the literature on learner-centred pedagogy global south despite its recognised role teacher learning. This paper explores processes of learning and pedagogical change relation to Active Teaching Learning (ATL), a pedagogy, among pre-service educators Uganda. The study was framed by cultural-historical activity theory, specifically principle 'contradictions' as driver for systems, analyse how learned, interpreted, integrated ATL their practices across three-year period mediated professional development initiative. A qualitative interpretivist research approach, case design adopted study. In years 1 2 study, data comprising video recordings reflection workshops interviews were collected three teachers' colleges. third year, 13 more held one college, with 10 administrators. All sets thematically analysed. Findings showed that first two implementation characterised contradictions terms initial resistance ATL, misconceptions divergent interpretations perceived tension between institutional broader contexts practice. significant positive changes educators' perceptions, knowledge, enactment evident, which enabled take-up pedagogic innovation researched college. contributes insights into learner-centeredness underscores imperative paying during reforms school systems