The exploration of reciprocal peer coteaching in a Chinese course : an action research project on language teacher education

Abstract

This research study explored the impact of the implementation of reciprocal peer coteaching (RPCoT) on student language teachers’ personal and professional development in the context of a programme of Initial Teacher Education in Ireland, The study expands on existing research focused on surfacing student teachers’ beliefs about language teaching and learning through reflection on learning experiences, in this case the experience of learning a new language as a novice. This study was carried out as an action research project in three cycles from 2009 to 2011. In each of the three cycles, the student language teachers participated in a beginners’ Chinese course and reflected on the process and outcome of this experience to inform their own teaching. RPCoT was implemented through each of the three cycles to optimise student language teachers’ involvement in and engagement with their learning process.