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|
PhD Candidate and Part-time Lecturer in Chinese, School of Education, Trinity College, Dublin, Ireland
Assistant Professor in Modern Languages, The School of Education, Trinity College Dublin, Dublin, Ireland