Developing Pedagogical Expertise in Modern Language Learning and Specific Learning Difficulties through Collaborative and Open Educational Practices

Autor/inn/en	Gallardo, Matilde; Heiser, Sarah; Arias McLaughlin, Ximena
Titel	Developing Pedagogical Expertise in Modern Language Learning and Specific Learning Difficulties through Collaborative and Open Educational Practices
Quelle	In: Language Learning Journal, 45 (2017) 4, S.518-529 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2015.1010447
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; Learning Problems; Modern Languages; Faculty Development; Open Universities; Language Teachers; Dyslexia; Computer Mediated Communication; Distance Education; Foreign Countries; Networks; Active Learning; Peer Evaluation; Inclusion; College Students; Required Courses; Educational Practices; Pedagogical Content Knowledge; United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Lernproblem; Gegenwartssprache; Offene Universität; Language teacher; Sprachunterricht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Ausland; Aktives Lernen; Inklusion; Collegestudent; Pflichtkurs; Bildungspraxis; Pädagogische Kompetenz; Großbritannien
Abstract	This paper analyses teachers' engagement with collaborative and open educational practices to develop their pedagogical expertise in the field of modern language (ML) learning and specific learning difficulties (SpLD). The study analyses the findings of a staff development initiative at the Department of Languages, Open University, UK, in 2013, that aimed to support language teachers in distance learning to develop a better understanding of key issues in relation to MLs and adult learners with SpLD and dyslexia in particular. It discusses the motivational benefits of online collaboration for teachers' professional development and explains the implications of using a range of network-based tools to facilitate the construction of active shared learning and the joint production of open-access learning resources aimed at supporting adult language learners with SpLD in distance learning settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01