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OER (re)use and language teachers’ tacit professional knowledge: three vignettes

Beaven, Tita (2015). OER (re)use and language teachers’ tacit professional knowledge: three vignettes. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 years of the LLAS elearning symposium: case studies in good practice. Researchpublishing.net, pp. 77–88.

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DOI (Digital Object Identifier) Link: https://doi.org/10.14705/rpnet.2015.000269
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Abstract

The pedagogic practical knowledge that teachers use in their lessons is very difficult to make visible and often remains tacit. This chapter draws on data from a recent study and closely analyses a number of Open Educational Resources used by three language teachers at the UK Open University in order to try to capture how their use of the resources is informed by their cognitive, affective and systemic tacit professional knowledge. The chapter concludes that Open Educational Resources and practices can enable us to transform tacit knowledge into shared, commonly usable knowledge, which might result in better learning experiences and practices.

Item Type: Book Section
Copyright Holders: 2015 Tita Beaven
Keywords: OER; OEP; tacit professional knowledge
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Language & Literacies
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Item ID: 41519
Depositing User: Tita Beaven
Date Deposited: 15 Dec 2014 09:43
Last Modified: 21 Nov 2017 06:37
URI: http://oro.open.ac.uk/id/eprint/41519
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