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Tutor and student perceptions of what makes an effective distance language teacher

Murphy, L. M.; Shelley, M. A.; White, C. J. and Baumann, U. (2011). Tutor and student perceptions of what makes an effective distance language teacher. Distance Education, 32(3) pp. 397–419.

URL: http://www.tandfonline.com
DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/01587919.2011.610290
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Abstract

This collaborative research project sought to determine the attributes, skills and expertise/knowledge needed by distance language teachers. The first phase of the project explored tutor perspectives using discussion groups, questionnaires, interviews and a yoked-subject technique. Statements and categories of expertise were identified, elaborated on and refined to produce a taxonomy of teaching
expertise. The second phase explored how distance language students viewedthe domains of teaching expertise put forward by tutors, and attempted to identify any gaps, differences and points of convergence. Tutor and student views were generally aligned, but differed in emphasis. Issues related to articulation of non-verbal communication, differentiation and empathy with the learner were
highlighted. This article argues for the value of enquiring into student and tutor perspectives on teaching expertise, and concludes with implications for linking research and practice and for teacher professional development.

Item Type: Journal Article
Copyright Holders: 2011 Open and Distance Learning Association of Australia, Inc.
ISSN: 0158-7919
Academic Unit/Department: Education and Language Studies > Languages
Mathematics, Computing and Technology > Computing & Communications
Other Departments > Marketing and SRFS
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 30232
Depositing User: Linda Murphy
Date Deposited: 29 Nov 2011 08:46
Last Modified: 24 Jul 2014 09:22
URI: http://oro.open.ac.uk/id/eprint/30232
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