To delineate a clear process for learning to teach and set a standard for effective teaching, detecting the link between teacher educators’ views and their practices on facilitating learning to teach becomes imperative. This study examined this link by employing a qualàquan (exploratory sequential) mixed-methods design. By the instruments of questionnaires (234) and unstructured interviews (five), a total of 239 teacher educators teaching in three colleges participated in the study. Data were analyzed using thematic approaches, descriptive, and inferential techniques. The results revealed that in addition to the teacher educators’ comparable views on learner-centered and teacher-led approaches, they heavily utilized the conventional teacher-led techniques. Furthermore, the significant and positive correlation between the teacher educators’ views and practices were also found. Supplemental recommendations that were meant to aid in the execution of better teacher education pedagogy were made based on the views held and the practices of learning to teach that prevailed.
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