"It's a Unique Role!" Perspectives on Tutor Attributes and Expertise in Distance Language Teaching

Autor/inn/en	Shelley, Monica; White, Cynthia; Baumann, Uwe; Murphy, Linda
Titel	"It's a Unique Role!" Perspectives on Tutor Attributes and Expertise in Distance Language Teaching
Quelle	In: International Review of Research in Open and Distance Learning, 7 (2006) 2, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Open Universities; Distance Education; Research Methodology; Foreign Countries; College Faculty; Teacher Characteristics; Knowledge Base for Teaching; Language Teachers; Program Descriptions; Language Research; Computer Assisted Instruction; Second Language Instruction; Teacher Competencies; Online Courses; Teacher Role; Focus Groups; Teacher Attitudes; Classroom Environment; United Kingdom + Suchen Sie Ihr Suchwort? Offene Universität; Distance study; Distance learning; Fernunterricht; Research method; Forschungsmethode; Ausland; Fakultät; Teaching theory; Theory of teaching; Unterrichtstheorie; Language teacher; Sprachunterricht; Sprachforschung; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Lehrkunst; Online course; Online-Kurs; Lehrerrolle; Lehrerverhalten; Klassenklima; Unterrichtsklima; Großbritannien
Abstract	This article outlines the background to, and progress on, a project based on work carried out at the Open University UK (OUUK). The aim of the project is to articulate the attributes and expertise required by tutors of languages in distance education. A review of the literature on the roles and competencies required for tutors operating at a distance indicates that the specific context of language teaching has received relatively little attention from researchers in the field. There has, however, been considerable interest in the skills and attributes necessary for face-to-face language teaching in the classroom, which is outlined here. Issues of definition and research perspective are discussed, as well as the advantages and disadvantages of various research approaches. The different stages and outcomes of the collaborative project are described in detail, demonstrating how the unfolding research design allowed opportunities for consultation, reflection, and responsive changes. The next stages of consultation are outlined, together with implications for the on-going professional development of tutors. (Contains 1 table.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10