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

Authors

  • Paul Booth Kingston University
  • Isabelle Guinmard Université Lumière Lyon2
  • Elizabeth Lloyd Kingston University

DOI:

https://doi.org/10.4995/eurocall.2017.7081

Keywords:

Situated learning, autonomy, teacher education

Abstract

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.

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Author Biographies

Paul Booth, Kingston University

School of Humanities, Faculty of Arts and Social SciencesPaul Booth is a senior lecturer at Kingston University (London) where I run an MA course in Applied Linguistics for Language Teaching. My research focuses on second language vocabulary, language aptitude and situated learning. I teach modules in second language acquisition, language teaching, materials design and research methods.

Isabelle Guinmard, Université Lumière Lyon2

Institut des Sciences et des Pratiques d’Education et de Formation (ISPEF)

Isabelle Guinamard is Maître de Conférences in charge of the Master MEEF PE in Lyon 2; she specialises in intercultural learning and teaching with an increased interest on Chinese culture; her recent research focuses on the effects of students’ cooperation in higher education, especially on peer tutoring in different cultural contexts.

Elizabeth Lloyd, Kingston University

School of Education
Faculty of Health, Social Care and Education

Beth is an experienced educator across the primary, secondary, and higher education sectors and has worked in schools and universities in the United States, the UK and Australia. In her current position is as senior lecturer in ICT in education, she specialises in the application of learning technologies across a wide range of educational contexts. Her current research looks at the impact of medical simulation in the training of medical professionals.

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Published

06/12/2017

Issue

Section

Research papers