Collaborative Learning in a TESL Training Class.

Autor/in	Ney, James W.
Titel	Collaborative Learning in a TESL Training Class.
Quelle	(1990), (28 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	English (Second Language); Experimental Teaching; Language Teachers; Models; Peer Evaluation; Peer Teaching; Second Language Instruction; Second Language Learning; Student Attitudes; Student Participation; Student Teachers; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Experimentalunterricht; Experimentelle Pädagogik; Language teacher; Sprachunterricht; Analogiemodell; Peer group teaching; Peer Group Teaching; Fremdsprachenunterricht; Zweitsprachenerwerb; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	On the basis of a model established for the teaching of various linguistic and writing classes, a collaborative learning model was used for class instruction and for the training of teachers of English as a Second Language (ESL). The model involved: (1) trainee presentations based on the explanation of material from assigned readings in the text(s); (2) daily quizzes of the material from the assigned reading; and (3) peer grading of the daily quizzes and exams with the instructor spot checking for accuracy of grading. Student attitudinal surveys revealed a positive perception of student teachers on the whole. These positive perceptions were especially evident in those measures focusing on the involvement that students have in their own educational process. Perhaps an even greater positive aspect of the collaborative learning model was the thoroughness with which the teacher-trainees mastered the subject matter, and the discipline that it introduced into the educational process, manifesting itself in better classroom attendance. Future studies of other collaborative learning processes should reveal more about the nature of student-teacher interaction and better explain current findings. (Author/GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC