Publications by category
Books
Bremner N (2017). Exploring the Lives of Five Mexican EFL Teachers Teachers' Beliefs about Student-centred Learning in Relation to Their Practices.
Journal articles
Bremner N (In Press). Teacher Education as an Enabler or Constraint of Learner-Centred Pedagogy Implementation in Low- and Middle-Income Countries.
Teaching and Teacher EducationAbstract:
Teacher Education as an Enabler or Constraint of Learner-Centred Pedagogy Implementation in Low- and Middle-Income Countries
This paper examines the characteristics of teacher education that helped and/or hindered the implementation of learner-centred pedagogy (LCP) in low- and middle-income countries. Methodologically, a systematic review was employed, with a final total of 59 relevant texts being identified. The review found that teacher education was influenced by: length of training, amount of ongoing support, degree of engagement and activeness, extent to which practical experiences were included, extent to which courses incorporated reflection, degree of contextual flexibility, and degree of teacher collaboration. These factors should be considered by those implementing teacher education provision in contexts where LCP is explicitly encouraged.
Abstract.
Sakata N, Bremner N, Cameron L (2022). A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries. Review of Education, 10(3).
Bremner N, Sakata N, Cameron L (2022). The outcomes of learner-centred pedagogy: a systematic review. International Journal of Educational Development, 94, 102649-102649.
Bremner N (2022). What is Learner-Centered Education? a Qualitative Study Exploring the Perspectives of English Language Teachers in Colombia.
TESL - EJ,
25(4).
Abstract:
What is Learner-Centered Education? a Qualitative Study Exploring the Perspectives of English Language Teachers in Colombia
Despite a recent influx of conceptual studies on the topic of ‘learner-centered education’ (LCE), the term continues to be interpreted inconsistently by a wide range of stakeholders. This study develops previous quantitative work on teachers’ understandings of LCE by exploring the perspectives of 16 Colombian EFL teachers. The methods consisted of semi-structured interviews based on a pre-interview questionnaire, which included both ‘open response’ and ‘closed response’ components. The study found similarities between participants’ views and the findings of previous quantitative research. Participants considered LCE to be a multifaceted term, but placed more emphasis on ‘practical’ classroom-based aspects (‘Active participation’) than those aspects implying changes to teacher-student relationships and epistemology (‘Power sharing’ and ‘Higher order skills’). Certain interpretations of LCE were considered more important by the study participants than is typically evident in the literature (notably ‘Formative assessment’, ‘Metacognition’ and ‘Humanistic role’), suggesting that a wider range of aspects could be taken into account as part of a more flexible approach to defining LCE. Differences were also found between aspects mentioned in participants’ initial ‘open response’ definitions, compared to their later ‘closed response’ questions, which may have implications for future conceptual research exploring stakeholder perspectives.
Abstract.
Bremner N (2021). Learner-centredness. ELT Journal, 75(2), 213-215.
Bremner N (2021). The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it.
Comparative Education,
57(2), 159-186.
Abstract:
The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it
What does ‘student-centred’ or ‘learner-centred’ education (SCE/LCE) mean? This study answers that question through a meta-analysis of 326 journal articles. An initial 10-aspect framework emerged from an inductive analysis of 10 key texts. This framework was subsequently condensed into 6 aspects: ‘Active participation’, ‘Adapting to needs’, ‘Autonomy’, ‘Relevant skills’, ‘Power sharing’ and ‘Formative assessment’. The definitions used in each of the 326 texts were then coded deductively. The findings indicated that SCE/LCE has been defined inconsistently in the literature. ‘Active participation’ was the most mentioned aspect, whereas ‘Power sharing’ and ‘Formative assessment’ were the least mentioned. The author argues that a flexible 10 or 6-aspect framework for defining SCE/LCE is useful for teachers, teacher educators, researchers and policy makers. Key limitations of the study are recognised, in particular the inherent subjectivity of the coding and categorisation process.
Abstract.
Bremner N (2021). What is learner-centered education? a quantitative study of English language teachers' perspectives.
TESL-EJ,
25(2).
Abstract:
What is learner-centered education? a quantitative study of English language teachers' perspectives
The concept of 'learner-centered education' (LCE) continues to be defined inconsistently across the literature, and very little research has examined LCE from the perspectives of the teachers themselves. This study addressed this gap by conducting a quantitative survey with 248 English language teachers. The study sought to examine 1) whether or not participants had heard of LCE; 2) how confident they felt explaining the concept; 3) how they would define LCE; and 4) how useful they felt the concept was to their practice. Teachers were asked to rate the extent to which they agreed with 10 potential aspects of LCE that had emerged from a metaanalysis of the literature. The study found that the teachers interpreted LCE in a broader way than is typically found in definitions in the literature, generally agreeing that all 10 aspects should be included in a multi-faceted definition of LCE. Some aspects (such as 'Active participation') were considered important by a larger number of teachers. Moreover, certain variations were noted based on factors such as participant nationality, further reinforcing the idea that a more flexible, context-led approach to defining LCE might be more useful than the numerous contradictory definitions found in the literature.
Abstract.
Bremner N (2020). Time for Timelines: the Take-Home Timeline as a Tool for Exploring Complex Life Histories.
International Journal of Qualitative Methods,
19Abstract:
Time for Timelines: the Take-Home Timeline as a Tool for Exploring Complex Life Histories
Visual timelines have become an increasingly popular way of enhancing life history research. Most timeline-based studies have involved participants creating timelines “there and then,” usually in the presence of the researcher. This article proposes an alternative: the “take-home” timeline, which involved participants taking their timelines home and completing them in their own time. Seven English language teachers, who had participated in the take-home timeline method, were interviewed to explore their experiences of the process. Specifically, they were asked to consider whether the take-home element of the timeline method may have influenced the quality of the data. The teachers reported several benefits of producing their timelines at home, particularly in terms of helping them recall, organize and express complex ideas. Their experiences would appear to support cognitive science research on memory retrieval, as well as an increasing body of research on unconscious mental processes. The author concludes that increased time may be a key factor in enhancing the quality of data produced through qualitative approaches such as timeline-based life history studies, and suggests that the time element could be taken into account in a wider range of narrative studies. Key limitations of the study are recognized; in particular, that participants were only subjected to the “take-home” method and were not given the chance to take part in the “there and then” method.
Abstract.
Bremner N (2020). “Belief-changing” Teacher Education: Mexican English Teachers’ Experiences.
Mextesol Journal,
44(1).
Abstract:
“Belief-changing” Teacher Education: Mexican English Teachers’ Experiences
The aim of this study was to examine the characteristics of teacher education that were more likely, or less likely, to influence teachers’ beliefs. The participants were five university English teachers in Mexico, and the study adopted a qualitative “life history” approach in order to elicit a wide range of experiences from each participant. The methods included a series of extended interviews and a timeline task. Five characteristics of teacher education that had an influence on teachers’ beliefs were identified: length of course, opportunities for real practice, opportunities for constructivist teacher learning, opportunities for immersion in new practices, and opportunities for contextually appropriate reflection. Conversely, teacher education courses that did not influence teachers’ beliefs were overly short in duration, focused on theory and transmission of knowledge, lacked modelling of desired approaches, and were disconnected from real contexts. The findings of the study may inform the planning of future teacher education courses that aims to have an impact on teachers’ beliefs as well as on their practices.
Abstract.
Bremner N (2019). From learner-centred to learning-centred: Becoming a ‘hybrid’ practitioner.
International Journal of Educational Research,
97, 53-64.
Abstract:
From learner-centred to learning-centred: Becoming a ‘hybrid’ practitioner
This study examined the educational life histories of five Mexican EFL teachers, and specifically how “learner-centred” they felt their beliefs and practices were at different points in time. The methods used included semi-structured interviews and a written timeline activity. All five teachers began with mainly teacher-centred beliefs and practices, but eventually became more convinced by more learner-centred approaches. However, they struggled to fully put these beliefs into practice due to contextual constraints in their working contexts. This led them to adopt a “hybrid” combination of teacher- and learner-centred practices. The study casts further doubt on the notion of learner-centred education as a “best practice” of education, and stresses the need for contextually appropriate pedagogies to be promoted at policy level.
Abstract.
Bremner N (2019). What Makes an Effective English Language Teacher? the Life Histories of 13 Mexican University Students.
English Language Teaching,
13(1), 163-163.
Abstract:
What Makes an Effective English Language Teacher? the Life Histories of 13 Mexican University Students
This study examined the educational life histories of 13 students at a Mexican university in order to gather their perspectives of effective language teaching. Most previous studies on students’ perspectives of language teaching have used quantitative and deductive methods, whereas this study employed qualitative and inductive methods. The main methodological approach was the ‘life history’ approach, and the specific methods were two extended interviews and an innovative ‘timeline’ activity. In total, 77 examples of effective (and ineffective) teachers emerged from the 13 students’ life histories. The study revealed three major findings. Firstly, teachers’ language knowledge and proficiency were not mentioned as important characteristics of effective language teaching, although several students did make reference to teachers’ command of language when it was perceived to be missing. Secondly, students generally favoured more ‘modern’ approaches (engaging, active, real-life skills, immersion in the target language), as opposed to more ‘conservative’ approaches (unappealing, passive, overly theoretical, lack of immersion in the target language). Thirdly, students emphasised the importance of a positive student-teacher relationship, and greatly appreciated the teacher being there to provide them with personalised attention. Notably, the students tended not to value autonomous learning, preferring teachers to be close to them to help them with their problems in class. Two main implications for practice were suggested. Firstly, a general consensus has been reached regarding several key characteristics of effective language teaching, strengthening the argument that these characteristics should be listened to, and acted upon, by teachers and educational decision-makers. Secondly, the study makes a strong case for future research to utilise more qualitative, inductive methods when investigating students’ perspectives.
Abstract.
Bremner N (2015). Reculturing teachers as just the tip of the iceberg: Ongoing challenges for the implementation of student-centred EFL learning in Mexico.
Mextesol Journal,
39, 1-14.
Abstract:
Reculturing teachers as just the tip of the iceberg: Ongoing challenges for the implementation of student-centred EFL learning in Mexico
Mexico has followed global trends in emphasising the need for its citizens to learn English as a Foreign Language (EFL). Unfortunately, the percentage of students who reach desired levels of English in the public education system is currently far from satisfactory. One way in which the Mexican government has tried to address such poor results has been to encourage new teaching approaches. There are certain similarities and differences between these approaches, but arguably the majority of them fall into the general bracket of “student-centred learning”. However, despite several of these approaches being introduced over the last few decades, many Mexican EFL classrooms remain largely teacher-centred. When both beliefs and behaviours are required to change as part of an educational reform, a process called “reculturing” is said to be necessary. This paper suggests that Mexican educational leaders should consider how this reculturing process might be better supported for those teachers who currently believe in more teacher-centred approaches. However, it also strongly emphasises that some form of reculturing must also take place for all the other participants who have a stake in this educational change. These people might include students, parents, teachers of other subjects, school leaders, teacher trainers, educational leaders, designers of high-stakes examinations, employers, and admissions personnel at local and foreign universities.
Abstract.
Conferences
Bremner N (2021). Academic writing in English: What’s worked?. Escritura Académica en Inglés: Retos y Soluciones Estratégicas.
Bremner N (2021). Implementing ‘student-centred’ EFL learning – is it possible?. Foro para la Defensa de Tesis y Protocolos.
Bremner N (2020). Experiencias pedagógicas internacionales ante el COVID-19. Jornadas Pedagógicas 2020.
Bremner N (2020). The multiple meanings of learner-centred education. Educación e innovación: las acciones de hoy transcienden a la normalidad de mañana.
Bremner N (2020). The multiple meanings of ‘student-centred education’. Conferencia Magistral.
Bremner N (2019). Timelines: a tool for teacher professional development. 2nd Kracow Language Teaching Staff Training Week.
Bremner N (2016). Implementing ‘student-centred’ EFL learning – is it possible?. 16th Teachers’ Moot.
Bremner N (2015). Student-centred EFL learning. 15th Teachers’ Moot.
Bremner N (2014). El aprendizaje del inglés como lengua extranjera en México: Limitantes de una exitosa implementación del Aprendizaje Centrado en el Alumno. IX Foro de Investigación Nacional e Internacional.
Bremner N (2011). Learning teaching or teaching learning? How to make your students better learners. MEXTESOL 2nd Regional Conference.
Bremner N (2010). The inductive approach: rejigging PPP. MEXTESOL 1st Regional Conference.
Publications by year
In Press
Bremner N (In Press). Teacher Education as an Enabler or Constraint of Learner-Centred Pedagogy Implementation in Low- and Middle-Income Countries.
Teaching and Teacher EducationAbstract:
Teacher Education as an Enabler or Constraint of Learner-Centred Pedagogy Implementation in Low- and Middle-Income Countries
This paper examines the characteristics of teacher education that helped and/or hindered the implementation of learner-centred pedagogy (LCP) in low- and middle-income countries. Methodologically, a systematic review was employed, with a final total of 59 relevant texts being identified. The review found that teacher education was influenced by: length of training, amount of ongoing support, degree of engagement and activeness, extent to which practical experiences were included, extent to which courses incorporated reflection, degree of contextual flexibility, and degree of teacher collaboration. These factors should be considered by those implementing teacher education provision in contexts where LCP is explicitly encouraged.
Abstract.
2022
Sakata N, Bremner N, Cameron L (2022). A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries. Review of Education, 10(3).
Bremner N, Sakata N, Cameron L (2022). The outcomes of learner-centred pedagogy: a systematic review. International Journal of Educational Development, 94, 102649-102649.
Bremner N (2022). What is Learner-Centered Education? a Qualitative Study Exploring the Perspectives of English Language Teachers in Colombia.
TESL - EJ,
25(4).
Abstract:
What is Learner-Centered Education? a Qualitative Study Exploring the Perspectives of English Language Teachers in Colombia
Despite a recent influx of conceptual studies on the topic of ‘learner-centered education’ (LCE), the term continues to be interpreted inconsistently by a wide range of stakeholders. This study develops previous quantitative work on teachers’ understandings of LCE by exploring the perspectives of 16 Colombian EFL teachers. The methods consisted of semi-structured interviews based on a pre-interview questionnaire, which included both ‘open response’ and ‘closed response’ components. The study found similarities between participants’ views and the findings of previous quantitative research. Participants considered LCE to be a multifaceted term, but placed more emphasis on ‘practical’ classroom-based aspects (‘Active participation’) than those aspects implying changes to teacher-student relationships and epistemology (‘Power sharing’ and ‘Higher order skills’). Certain interpretations of LCE were considered more important by the study participants than is typically evident in the literature (notably ‘Formative assessment’, ‘Metacognition’ and ‘Humanistic role’), suggesting that a wider range of aspects could be taken into account as part of a more flexible approach to defining LCE. Differences were also found between aspects mentioned in participants’ initial ‘open response’ definitions, compared to their later ‘closed response’ questions, which may have implications for future conceptual research exploring stakeholder perspectives.
Abstract.
2021
Bremner N (2021). Academic writing in English: What’s worked?. Escritura Académica en Inglés: Retos y Soluciones Estratégicas.
Bremner N (2021). Implementing ‘student-centred’ EFL learning – is it possible?. Foro para la Defensa de Tesis y Protocolos.
Bremner N (2021). Learner-centredness. ELT Journal, 75(2), 213-215.
Bremner N (2021). The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it.
Comparative Education,
57(2), 159-186.
Abstract:
The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it
What does ‘student-centred’ or ‘learner-centred’ education (SCE/LCE) mean? This study answers that question through a meta-analysis of 326 journal articles. An initial 10-aspect framework emerged from an inductive analysis of 10 key texts. This framework was subsequently condensed into 6 aspects: ‘Active participation’, ‘Adapting to needs’, ‘Autonomy’, ‘Relevant skills’, ‘Power sharing’ and ‘Formative assessment’. The definitions used in each of the 326 texts were then coded deductively. The findings indicated that SCE/LCE has been defined inconsistently in the literature. ‘Active participation’ was the most mentioned aspect, whereas ‘Power sharing’ and ‘Formative assessment’ were the least mentioned. The author argues that a flexible 10 or 6-aspect framework for defining SCE/LCE is useful for teachers, teacher educators, researchers and policy makers. Key limitations of the study are recognised, in particular the inherent subjectivity of the coding and categorisation process.
Abstract.
Bremner N (2021). What is learner-centered education? a quantitative study of English language teachers' perspectives.
TESL-EJ,
25(2).
Abstract:
What is learner-centered education? a quantitative study of English language teachers' perspectives
The concept of 'learner-centered education' (LCE) continues to be defined inconsistently across the literature, and very little research has examined LCE from the perspectives of the teachers themselves. This study addressed this gap by conducting a quantitative survey with 248 English language teachers. The study sought to examine 1) whether or not participants had heard of LCE; 2) how confident they felt explaining the concept; 3) how they would define LCE; and 4) how useful they felt the concept was to their practice. Teachers were asked to rate the extent to which they agreed with 10 potential aspects of LCE that had emerged from a metaanalysis of the literature. The study found that the teachers interpreted LCE in a broader way than is typically found in definitions in the literature, generally agreeing that all 10 aspects should be included in a multi-faceted definition of LCE. Some aspects (such as 'Active participation') were considered important by a larger number of teachers. Moreover, certain variations were noted based on factors such as participant nationality, further reinforcing the idea that a more flexible, context-led approach to defining LCE might be more useful than the numerous contradictory definitions found in the literature.
Abstract.
2020
Bremner N (2020). Experiencias pedagógicas internacionales ante el COVID-19. Jornadas Pedagógicas 2020.
Bremner N (2020). The multiple meanings of learner-centred education. Educación e innovación: las acciones de hoy transcienden a la normalidad de mañana.
Bremner N (2020). The multiple meanings of ‘student-centred education’. Conferencia Magistral.
Bremner N (2020). Time for Timelines: the Take-Home Timeline as a Tool for Exploring Complex Life Histories.
International Journal of Qualitative Methods,
19Abstract:
Time for Timelines: the Take-Home Timeline as a Tool for Exploring Complex Life Histories
Visual timelines have become an increasingly popular way of enhancing life history research. Most timeline-based studies have involved participants creating timelines “there and then,” usually in the presence of the researcher. This article proposes an alternative: the “take-home” timeline, which involved participants taking their timelines home and completing them in their own time. Seven English language teachers, who had participated in the take-home timeline method, were interviewed to explore their experiences of the process. Specifically, they were asked to consider whether the take-home element of the timeline method may have influenced the quality of the data. The teachers reported several benefits of producing their timelines at home, particularly in terms of helping them recall, organize and express complex ideas. Their experiences would appear to support cognitive science research on memory retrieval, as well as an increasing body of research on unconscious mental processes. The author concludes that increased time may be a key factor in enhancing the quality of data produced through qualitative approaches such as timeline-based life history studies, and suggests that the time element could be taken into account in a wider range of narrative studies. Key limitations of the study are recognized; in particular, that participants were only subjected to the “take-home” method and were not given the chance to take part in the “there and then” method.
Abstract.
Bremner N (2020). “Belief-changing” Teacher Education: Mexican English Teachers’ Experiences.
Mextesol Journal,
44(1).
Abstract:
“Belief-changing” Teacher Education: Mexican English Teachers’ Experiences
The aim of this study was to examine the characteristics of teacher education that were more likely, or less likely, to influence teachers’ beliefs. The participants were five university English teachers in Mexico, and the study adopted a qualitative “life history” approach in order to elicit a wide range of experiences from each participant. The methods included a series of extended interviews and a timeline task. Five characteristics of teacher education that had an influence on teachers’ beliefs were identified: length of course, opportunities for real practice, opportunities for constructivist teacher learning, opportunities for immersion in new practices, and opportunities for contextually appropriate reflection. Conversely, teacher education courses that did not influence teachers’ beliefs were overly short in duration, focused on theory and transmission of knowledge, lacked modelling of desired approaches, and were disconnected from real contexts. The findings of the study may inform the planning of future teacher education courses that aims to have an impact on teachers’ beliefs as well as on their practices.
Abstract.
2019
Bremner N (2019). From learner-centred to learning-centred: Becoming a ‘hybrid’ practitioner.
International Journal of Educational Research,
97, 53-64.
Abstract:
From learner-centred to learning-centred: Becoming a ‘hybrid’ practitioner
This study examined the educational life histories of five Mexican EFL teachers, and specifically how “learner-centred” they felt their beliefs and practices were at different points in time. The methods used included semi-structured interviews and a written timeline activity. All five teachers began with mainly teacher-centred beliefs and practices, but eventually became more convinced by more learner-centred approaches. However, they struggled to fully put these beliefs into practice due to contextual constraints in their working contexts. This led them to adopt a “hybrid” combination of teacher- and learner-centred practices. The study casts further doubt on the notion of learner-centred education as a “best practice” of education, and stresses the need for contextually appropriate pedagogies to be promoted at policy level.
Abstract.
Bremner N (2019). Timelines: a tool for teacher professional development. 2nd Kracow Language Teaching Staff Training Week.
Bremner N (2019). What Makes an Effective English Language Teacher? the Life Histories of 13 Mexican University Students.
English Language Teaching,
13(1), 163-163.
Abstract:
What Makes an Effective English Language Teacher? the Life Histories of 13 Mexican University Students
This study examined the educational life histories of 13 students at a Mexican university in order to gather their perspectives of effective language teaching. Most previous studies on students’ perspectives of language teaching have used quantitative and deductive methods, whereas this study employed qualitative and inductive methods. The main methodological approach was the ‘life history’ approach, and the specific methods were two extended interviews and an innovative ‘timeline’ activity. In total, 77 examples of effective (and ineffective) teachers emerged from the 13 students’ life histories. The study revealed three major findings. Firstly, teachers’ language knowledge and proficiency were not mentioned as important characteristics of effective language teaching, although several students did make reference to teachers’ command of language when it was perceived to be missing. Secondly, students generally favoured more ‘modern’ approaches (engaging, active, real-life skills, immersion in the target language), as opposed to more ‘conservative’ approaches (unappealing, passive, overly theoretical, lack of immersion in the target language). Thirdly, students emphasised the importance of a positive student-teacher relationship, and greatly appreciated the teacher being there to provide them with personalised attention. Notably, the students tended not to value autonomous learning, preferring teachers to be close to them to help them with their problems in class. Two main implications for practice were suggested. Firstly, a general consensus has been reached regarding several key characteristics of effective language teaching, strengthening the argument that these characteristics should be listened to, and acted upon, by teachers and educational decision-makers. Secondly, the study makes a strong case for future research to utilise more qualitative, inductive methods when investigating students’ perspectives.
Abstract.
2017
Bremner N (2017). Exploring the Lives of Five Mexican EFL Teachers Teachers' Beliefs about Student-centred Learning in Relation to Their Practices.
2016
Bremner N (2016). Implementing ‘student-centred’ EFL learning – is it possible?. 16th Teachers’ Moot.
2015
Bremner N (2015). Reculturing teachers as just the tip of the iceberg: Ongoing challenges for the implementation of student-centred EFL learning in Mexico.
Mextesol Journal,
39, 1-14.
Abstract:
Reculturing teachers as just the tip of the iceberg: Ongoing challenges for the implementation of student-centred EFL learning in Mexico
Mexico has followed global trends in emphasising the need for its citizens to learn English as a Foreign Language (EFL). Unfortunately, the percentage of students who reach desired levels of English in the public education system is currently far from satisfactory. One way in which the Mexican government has tried to address such poor results has been to encourage new teaching approaches. There are certain similarities and differences between these approaches, but arguably the majority of them fall into the general bracket of “student-centred learning”. However, despite several of these approaches being introduced over the last few decades, many Mexican EFL classrooms remain largely teacher-centred. When both beliefs and behaviours are required to change as part of an educational reform, a process called “reculturing” is said to be necessary. This paper suggests that Mexican educational leaders should consider how this reculturing process might be better supported for those teachers who currently believe in more teacher-centred approaches. However, it also strongly emphasises that some form of reculturing must also take place for all the other participants who have a stake in this educational change. These people might include students, parents, teachers of other subjects, school leaders, teacher trainers, educational leaders, designers of high-stakes examinations, employers, and admissions personnel at local and foreign universities.
Abstract.
Bremner N (2015). Student-centred EFL learning. 15th Teachers’ Moot.
2014
Bremner N (2014). El aprendizaje del inglés como lengua extranjera en México: Limitantes de una exitosa implementación del Aprendizaje Centrado en el Alumno. IX Foro de Investigación Nacional e Internacional.
2011
Bremner N (2011). Learning teaching or teaching learning? How to make your students better learners. MEXTESOL 2nd Regional Conference.
2010
Bremner N (2010). The inductive approach: rejigging PPP. MEXTESOL 1st Regional Conference.
