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Parallel process in language teacher education

Parallel process in language teacher education
Parallel process in language teacher education

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.

University of Southampton
Wisniewska, Ingrid
Wisniewska, Ingrid

Wisniewska, Ingrid (2006) Parallel process in language teacher education. University of Southampton, Doctoral Thesis.

Record type: Thesis (Doctoral)

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.

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Published date: 2006

Identifiers

Local EPrints ID: 465901
URI: http://eprints.soton.ac.uk/id/eprint/465901
PURE UUID: cb50e51b-f9c6-4b53-a7a4-1ff70834c649

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Date deposited: 05 Jul 2022 03:30
Last modified: 05 Jul 2022 06:34

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Contributors

Author: Ingrid Wisniewska

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