Open AccessLanguage teacher professional education:
Author(s) -
Kátia Muck,
Denise Cristina Kluge
Publication year - 2021
Language(s) - English
Resource type - Journals
ISSN - 2411-2933
DOI - 10.31686/ijier.vol9.iss4.3059
Subject(s) - sociocultural evolution , sociocultural perspective , pedagogy , rubric , teacher education , mediation , foreign language , language education , mathematics education , professional development , psychology , language acquisition , peer feedback , literacy , sociology , social science , anthropology
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.