A Mutual Learning Experience: Collaborative Journaling between A Nonnative-Speaker Intern and Native- Speaker Cooperating-Teacher
A Mutual Learning Experience: Collaborative Journaling between A Nonnative-Speaker Intern and Native- Speaker Cooperating-Teacher
Keywords: Journaling, a teaching journal, a collaborative journal, teacher development, teacher education, internship, nonnative-speaker and native-speaker cooperation
Jerry G. Gebhard
Idiana University of Pennsylvania
Toshinobu Nagamine
Yatsushiro National College of Technology
Bio Data
Jerry G. Gebhard holds a doctorate from Teachers College, Columbia University. He is director of Doctoral Studies in Composition & TESOL at Indiana University of Pennsylvania. He has taught in Thailand, Japan, China, Hungary, and the United States.
Toshinobu Nagamine is currently a full-time lecturer in the Faculty of General Education at Yatsushiro National College of Technology. He is also a PhD candidate in Composition & TESOL at Indiana University of Pennsylvania. He has taught in Japan and the United States.
Teaching journals have been used in the TESOL field for both preservice and inservice teachers to promote reflection and awareness and to explore their teaching beliefs and practices. Although the various benefits of teaching journals have been reported on previously, the use of collaborative teaching journals has not received much research attention in the field. In this article, we report on a collaborative teaching journal kept between a graduate student intern (Japanese) and a cooperating-teacher (American) and discuss the value of keeping a collaborative teaching journal for meaningful ESL/EFL teacher development.
Category: Main Editions, Volume 7 Issue 2
