Autonomous Learners and Transformative Practitioners: The implementation of collaborative peer teaching in a language teacher training course

By Weiming Liu and Ann Devitt.

Published by The International Journal of Adult, Community and Professional Learning

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The study reported here was conducted as part of a programme of initial teacher education for post-primary modern language teachers at the School of Education, Trinity College Dublin. The modern language programme required that student teachers (STs) learn an exotic language, in this instance a five weeks’ Chinese language course. The rationale for this Chinese course was to help STs to gain a better understanding of their pupils’ learning process. Collaborative peer teaching was implemented throughout the Chinese course in order to support and maximise the engagement of STs in their learning process. STs were required to write weekly reflective journals and a final synthesis report, which constitute the data for this study. This paper presents the implementation of collaborative peer teaching and its impact in terms of both STs’ personal development as autonomous learners and their professional development as transformative practitioners.

Keywords: Language Teacher Training,, Collaborative Peer Teaching,, Autonomy,, Transformation

The International Journal of Adult, Community and Professional Learning, Volume 19, Issue 1, pp.27-36. Article: Print (Spiral Bound). Article: Electronic (PDF File; 184.997KB).

Weiming Liu

PhD Candidate and Part-time Lecturer in Chinese, School of Education, Trinity College, Dublin, Ireland

Mr. Weiming Liu is a PhD candidate and part-time lecturer at the School of Education, Trinity College, Dublin. His research interests include language teacher education and Chinese language pedagogy.

Dr. Ann Devitt

Assistant Professor in Modern Languages, The School of Education, Trinity College Dublin, Dublin, Ireland

Dr. Ann Devitt is an assistant professor in modern languages and the school registrar at the School of Education, Trinity College Dublin. Her research interests include second language teaching and learning, in particular Computer Aided Language Learning, language in education and the discourse of the classroom and textbooks, threshold concepts for teacher education and applying computational linguistic and corpus methodologies in educational research.