Mr. Weiming Liu & Dr. Ann Devitt
The study reported here was conducted as part of a programme of initial teacher education for post-primary modern language (ML) teachers at the School of Education, Trinity College in Dublin. The ML programme requires that the student teachers (STs) learn an exotic language, which is currently represented by a five weeks’ Chinese language course. The rationale for this Chinese course is to help STs to gain a better understandings of their pupils’ learning process. Peer teaching has been adapted into different schemes over the last few decades. Collaborative peer teaching (CPT) supports and maximises the engagement of all students in their learning process. In 2011, CPT was implemented throughout the Chinese course. STs were required to write both weekly reflective journals and final reports, from which the data of this study are collected. This paper introduces how CPT was implemented in this context, and aims to find out the significance of its implementation in terms of both STs’ personal development as autonomous learners and their professional development as transformative practitioners.
Keywords: Language Teacher Training, Peer Teaching, Learner Autonomy, Transformation
Link to abstract: http://l12.cgpublisher.com/proposals/673