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The perceptions of a situated learning experience mediated by novice teachers’ autonomy

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The perceptions of a situated learning experience mediated by novice teachers’ autonomy

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dc.contributor.author Booth, Paul es_ES
dc.contributor.author Guinmard, Isabelle es_ES
dc.contributor.author Lloyd, Elizabeth es_ES
dc.date.accessioned 2017-07-04T10:48:38Z
dc.date.available 2017-07-04T10:48:38Z
dc.date.issued 2017-04-28
dc.identifier.uri http://hdl.handle.net/10251/84416
dc.description.abstract [EN] With the development of online language learning comes a growing need for courses in language teaching to incorporate educational technologies into course content. The challenge this development poses is how to incorporate educational technologies in teacher education programmes to prepare teachers for online language teaching. This study explores the way in which an authentic environment of English online and at a distance is facilitated by novice teachers and how their perceptions of the experience influence their own autonomy. The article presents how novice teachers cope with the complexity of the design of online materials, their pedagogy and their expectations. Data were collected via semi-structured interviews and novice teachers’ own evaluations of the course. The study found the opportunities and challenges for novice teachers in materials design, more complex roles and course expectations as they self-direct themselves in terms of both their learning and pedagogical skills. These findings suggest that teachers’ perceptions of situated learning can be shaped by their own teacher autonomy. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València
dc.relation.ispartof The EuroCALL Review
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Situated learning es_ES
dc.subject Autonomy es_ES
dc.subject Teacher education es_ES
dc.title The perceptions of a situated learning experience mediated by novice teachers’ autonomy es_ES
dc.type Artículo es_ES
dc.date.updated 2017-07-04T10:30:16Z
dc.identifier.doi 10.4995/eurocall.2017.7081
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Booth, P.; Guinmard, I.; Lloyd, E. (2017). The perceptions of a situated learning experience mediated by novice teachers’ autonomy. The EuroCALL Review. 25(1):76-91. doi:10.4995/eurocall.2017.7081. es_ES
dc.description.accrualMethod SWORD es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2017.7081 es_ES
dc.description.upvformatpinicio 76 es_ES
dc.description.upvformatpfin 91 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 25
dc.description.issue 1
dc.identifier.eissn 1695-2618


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