Language teacher professional education:: The role of peer-to-peer learning in online environments

Kátia Muck; Denise Cristina Kluge

doi:10.31686/ijier.vol9.iss4.3059

Authors

Kátia Muck Unifacvest https://orcid.org/0000-0001-9702-9026
Denise Cristina Kluge Federal University of Rio de Janeiro https://orcid.org/0000-0003-4656-7902

DOI:

https://doi.org/10.31686/ijier.vol9.iss4.3059

Keywords:

Language teacher education, Peer-to-peer learning, Peer-feedback, Online peer-review

Abstract

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

Downloads

Download data is not yet available.

Author Biographies

Kátia Muck, Unifacvest

Professor, Postgraduate Program on Transcultural Practices
Denise Cristina Kluge, Federal University of Rio de Janeiro

Professor, Department of Anglo-Germanic Languages

References

Alonso, K. M. (2008). Tecnologias da Informação e Comunicação e Formação de Professores: Sobre Rede e Escolas. Educação & Sociedade, 29(104 Special), 22. DOI: https://doi.org/10.1590/S0101-73302008000300006

Comoglu, I.; Dikilitas, K. (2020). Learning To Become An English Language Teacher: Navigating The Self Through Peer Practicum. Australian Journal of Teacher Education, 45(8). http://dx.doi.org/10.14221/ajte.2020v45n8.2 DOI: https://doi.org/10.14221/ajte.2020v45n8.2

Cope, B.; Kalantzis, M. (2013). Towards a New Learning: the Scholar social knowledge workplace, in theory and practice. E-Learning and Digital Media, 10(4), 25. DOI: https://doi.org/10.2304/elea.2013.10.4.332

Dabbasgh, N. (2005). Pedagogical models for e-learning: A theory-based design framework. International Journal of Technology in Teaching and Learning, 1(1), 20.

Eisenhart, M. A., Shrum, J. L., Harding, J. R., & Cuthbert, A. M. (1988). Teacher beliefs: Definitions, findings, and directions. Educational Policy, 2(1), 30. DOI: https://doi.org/10.1177/0895904888002001004

Elhussain, S. & Khojah, A. (2020). Collaborative reflection on shared journal writing to foster EFL teacher CPD. Cypriot Journal of Educational Science. 15(2), 271–281. https://doi.org/10.18844/cjes.v15i2.4598 DOI: https://doi.org/10.18844/cjes.v15i2.4598

Fairclough, N. (1992). A social theory of discourse. In N. Fairclough (Ed.), Discourse and social change. Cambridge: Pollity Press.

Freeman, D., Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32, 21. DOI: https://doi.org/10.2307/3588114

Freire, P. (1996). Pedagogia da autonomia: saberes necessarios à prática educativa. São Paulo: Paz e Terra.

Gee, J. P. (2013). The Anti-Education Era. New York: Palgrave Macmillan.

Gikandi, J. W.; Morrow, D.; Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 19. DOI: https://doi.org/10.1016/j.compedu.2011.06.004

Golombek, P.; Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 10. DOI: https://doi.org/10.1016/j.tate.2014.01.002

Hendry, G. D.; Georgiou, H.; Lloyd, H.; Tzioumis, V.; Herkes, S.; Sharma, M.D. (2021) ‘It’s hard to grow when you’re stuck on your own’: enhancing teaching through peer observation and review of teaching program, International Journal for Academic Development, 26:1, 54-68, DOI: 10.1080/1360144X.2020.1819816 DOI: https://doi.org/10.1080/1360144X.2020.1819816

Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York/London: Routledge. DOI: https://doi.org/10.4324/9780203878033

Johnson, K. E.; Golombek, P. R. (2020). Informing and transforming language teacher education pedagogy. Language Teaching Research, Vol. 24(1) 116–127. DOI: 10.1177/1362168818777539 DOI: https://doi.org/10.1177/1362168818777539

Kalantzis, M.; Cope, B. (2012). New Learning: Elements of a science of education. Cambridge: University of Cambridge Press. DOI: https://doi.org/10.1017/CBO9781139248532

Kern, V. M., Pacheco, R. C. d. S., Saraiva, L. M., & Pernigotti, J. M. (2007). Peer Review in Computer Science: Toward a Regular, Large Scale Educational Approach. In F. M. Mendes & F. V. Brasileiro (Eds.), Advances in Computer-Supported Collaborative Learning. Hershey, USA: Idea Group Inc. DOI: https://doi.org/10.4018/978-1-59904-355-5.ch003

Kern, V. M., Pernigotti, J. M., Calegaro, M. M., & Bento, M. (2002, March 17-20). Peer review in engineering education: Speeding up learning, looking for a paradigm shift. Paper presented at the INTERTECH ’2002 – International Conference on Engineering and Technology Education, Santos - Brazil.

Kern, V. M., Saraiva, L. M., & Pacheco, R. C. d. S. (2003). Peer Review in Education: Promoting Collaboration, Written Expression, Critical Thinking, and Professional Responsibility. Education and Information Technologies, 8(1), 10. DOI: https://doi.org/10.1023/A:1023974224315

Kohl, M. O. (1997). Vygotsky Aprendizado e desenvolvimento: um processo sócio-histórico (4th ed.). São Paulo: Scipione.

Lantolf, J., & Thorne, S. (2006). Sociocultural Theory and the Genesis of Second Language Development. New York: OUP. DOI: https://doi.org/10.1017/S0272263106060037

MEC, 2013 Retrieved February 20, 2013, 2013, from

Muck, K. (2015). The Role of Recursive Feedback: A Case Study of e-Learning in Emergency Operations. The International Journal of Adult, Community, and Professional Learning and Instruction, 23(1), 25.

Muck, K. E. (2016) Contributions of peer-review activity for the teaching-learning process in online education: new paths for language teacher education. 296 p. Doctoral dissertation - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016. http://www.bu.ufsc.br/teses/PPGI0093-T.pdf

Muck, K. E.; Sadki, R. (2015). Learning in Emergency Operations: A Case Study of a Cross-Sector Distance Learning Course Organized by the International Federation of Red Cross and Red Crescent Societies (IFRC). LSi.

Scheibe, L. (2006). Formação de Professores: Dilemas da Formação Inicial à Distância. Educere et Educare, 1(2), 14.

Topping, K. (1998). Peer Assessment Between Students in Colleges and Universities. Review of Educational Research, 68(3), 28. DOI: https://doi.org/10.3102/00346543068003249

UAB, 2016. Retrieved February 20, 2013, 2013, from http://www.uab.capes.gov.br/index.php?option=com_content&view=article&id=6&Itemid=1 8

Vygotsky, L. S. (1978). Interaction between learning and development. In M. Gauvain & M. Cole (Eds.), Readings on the Development of Children, 1997, (2nd ed.). New York: W. H. Freeman and Company. (Reprinted from Mind and Society. Cambridge, MA: Harvard University Press).

Vygotsky, L. S. (1981). The genesis of higher mental function. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology Ar-monk, NY: Sharpe.

Vygotsky, L. S. (1986). Thought and language. (A. Kozulin, Trans.). Cambridge: MIT Press.

Wertsch, J. V. (2007). The Cambridge Companion to Vigotsky (H. Daniels, M. Cole & J. V. Wertsch Eds.). Cambridge: CUP.