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Blended Teaching and the Changing Role of the Tutor – the need for a review of teacher professional development

Comas-Quinn, Anna (2016). Blended Teaching and the Changing Role of the Tutor – the need for a review of teacher professional development. In: Marsh, Deborah and McCarthy, Michael eds. The Cambridge Guide to Blended Learning for Language Teaching. Cambridge: Cambridge University Press, pp. 68–82.

URL: http://www.cambridge.org/ke/cambridgeenglish/profe...
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Abstract

[About the book]

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

Item Type: Book Section
Copyright Holders: 2016 Cambridge University Press
ISBN: 1-316-50511-1, 978-1-316-50511-3
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 46102
Depositing User: Anna Comas-Quinn
Date Deposited: 22 Apr 2016 09:01
Last Modified: 15 Jul 2019 11:12
URI: http://oro.open.ac.uk/id/eprint/46102
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