Harper, Felicity and Nicolson, Margaret
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|DOI (Digital Object Identifier) Link:||http://dx.doi.org/doi:10.1080/1360144X.2012.682159|
|Google Scholar:||Look up in Google Scholar|
This article discusses an online peer observation project conceived to enhance language-teacher positivity and creativity in synchronous virtual classrooms. Participants worked part-time at the UK’s Open University (OU) in a blended context and came from two different groups distant from each other and geographically dispersed within their own group. As a result of the project, participants perceived an increase in their confidence and greater willingness to experiment. They appreciated better how they fitted into the wider OU teaching community, built new professional friendships and flexible communities of practice, and developed a better understanding of how to progress their own self-development.
|Item Type:||Journal Article|
|Copyright Holders:||2012 Taylor & Francis|
|Keywords:||community of practice; language-teacher development; online teaching; peer observation; teacher confidence|
|Academic Unit/Department:||Education and Language Studies > Languages|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Margaret Nicolson|
|Date Deposited:||25 May 2012 08:10|
|Last Modified:||25 Oct 2012 03:13|
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