Murphy, L. M.; Shelley, M. A.; White, C. J. and Baumann, U.
(2011).
| URL: | http://www.tandfonline.com |
|---|---|
| DOI (Digital Object Identifier) Link: | http://dx.doi.org/doi:10.1080/01587919.2011.610290 |
| Google Scholar: | Look up in Google Scholar |
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 > Communication and Systems Other Departments > Other Departments |
| 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: | 23 Oct 2012 14:21 |
| URI: | http://oro.open.ac.uk/id/eprint/30232 |
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