Learning How to Teach English

This paper reports on a study about the professional growth of English language trainee teachers and represents my attempt to discover the background factors that hinder this development. Since trainees were learners as well, their experiences in the area of language learning are determinant. From this point of view, I regard it to be important to answer the question how trainee teachers' learning experiences mirror in their professional development. According to the analysis of the observed classes, I found that the main retarding factor — the student teachers had to confront — is their own attitudes to learning that are reflected in their attitudes to teaching.