Teachers as Learners: Evolving Perspectives

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Peter J. Collins, Tokai University


Ongoing language learning experience helps foreign language teachers empathize with their own students. This paper presents the Reading-Writing Component of an in-service teacher development program. The component invited participants to adopt a learner perspective, writing original articles on secondary school textbook reading topics. The paper shares one example of a participant’s writing outcomes and narrative data, pointing to the participant’s autonomous self-expression and enhanced confidence when readopting a teacher stance. Directions for further research are also suggested.