Abstract
This chapter will explore how teachers' conceptions of teaching (espoused and enacted) can influence learners' conception of learning, which in turn impacts on learner voice (in their own learning). The classic lecturer/facilitator notions of teaching and how these conceptions might promote or inhibit learner agency and voice in their learning will be explored. In addition, ideas of teaching as the activation of learning, a more discursive, negotiated (learner voice inclusive) approach will be considered.