Abstract
This paper examines the role of teachers as facilitators in learner-centered activities, based on three teaching practicums conducted at the graduate program of Japanese Language Teaching Practices at Akita International University. Through these practicums, the author experienced events that challenged their own teacher identity and beliefs, leading to a newfound interest in the facilitator role. The study reflects on the author's implementation of learner-centered activities during both the teaching practices in Winter and Spring, assessing their effectiveness in fulfilling the facilitator's role. As a result, this study identified areas for improvement in future educational practices and developed proposals aimed at achieving better educational outcomes. These proposals are intended to enhance teaching effectiveness and foster improved educational practices in Japanese language education, emphasizing the evolving role of teachers as facilitators in creating effective learner-centered learning environments.
https://ror.org/05qz4zw08 
