This study reports on shadowing’s potential as an observational and preparatory tool for learning, drawing on data obtained from a group of EFL student teachers who undertook a practicum.
EFL student teachers’ perceptions of the shadowing technique and how shadowing contributes to practical knowledge, are focused on.
Data were collected through semi-structured interviews and reflective reports after a shadowing experience of three weeks.
Student teachers were found to have positive perceptions towards the shadowing technique, and a considerable development in their practical knowledge was also observed.
The study recommends integration of shadowing into EFL practicum courses as a more rigorous approach.