USING COPARTICIPATING AND COREFLECTING: USING PEER RESPONSES TO DIALOGUE JOURNALS IN AN ESL TEACHER EDUCATION COURSE

A study investigated the effects on student teachers of peer responses offered through dialogue journals on English-as-a-Second-Language (ESL) teacher education. Subjects were nine students in a student teaching seminar, all involved in practicums in public high schools. Over 15 weeks, students wrote journal entries both on selected topics from common readings and discussions and on concerns and reflections arising from practical experience. Students read and responded to each others ' journals once a week. The 79 journal entries and 332 peer responses were analyzed for themes and patterns. Results indicate the peer responses: (1) enhance open dialogue and class community building, (2) lead to problem solving, (3) foster collective reflection, and (4) help with the socialization process. It is concluded that peer responses in such a course have rich instructional potential. Teacher trainers are encouraged to create opportunities and model responses for peer feedback, provide focal points for teacher reflection, and adjust instructio