Parallel process in language teacher education

Abstract

This study investigates how parallels between the different contexts of language teaching and language teacher education influence student teachers and teacher educators.  It argues that the concept of parallel process, though widely referred to in the literature of language teacher education, has not yet been fully investigated or described.  It sets out to investigate the effects on student teachers and teacher educators of articulating these parallels explicitly.  The study presents a holistic view of the operation of parallels on a language teaching methodology course using data from journals, interviews and class observations.  The data were collected from student teachers and teacher educators at a university in North America.  The study concludes by suggesting that reflection on parallels offers a valuable link between theoretical and experiential course components, helping to refine skills of critical reflection and observation, and provides valuable insights into how teachers and teacher educators learn and develop.  It argues for explicit attention to parallel process as a path of development for both student teachers and teacher educators.

More information

Identifiers

Catalogue record

Export record

ASCII CitationAtomBibTeXData Cite XMLDublin CoreDublin CoreEP3 XMLEndNoteHTML CitationHTML CitationHTML ListJSONMETSMODSMPEG-21 DIDLOpenURL ContextObjectOpenURL ContextObject in SpanRDF+N-TriplesRDF+N3RDF+XMLRIOXX2 XMLReferReference ManagerSimple Metadata