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‘Inspiration, ideas, encouragement’: teacher development and improved use of technology in language teaching through open educational practice

‘Inspiration, ideas, encouragement’: teacher development and improved use of technology in language teaching through open educational practice
‘Inspiration, ideas, encouragement’: teacher development and improved use of technology in language teaching through open educational practice
This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators face particular motivational challenges, and often have a lack of training in the use of technology for teaching. We applied a self-efficacy theory of motivation to understand the extent to which tutors felt confident and capable about open practice, and whether they perceived development benefits. On the whole our findings suggest that open practice may be an effective vehicle for professional development, for enhancing knowledge of technology in teaching and for alleviating some specific motivational barriers faced by language educators. However, they also revealed significant issues which challenge tutors’ likelihood of continuing with open practice, which would need to be addressed for the benefits of open working to be fully realised.
open educational resources, open practice, languages, professional development
0958-8221
163-183
Borthwick, Kate
34fa2da0-35c3-4302-932c-141b94aec4b4
Gallagher-Brett, Angela
bef12995-0aef-454e-acd5-f12f0abec790
Borthwick, Kate
34fa2da0-35c3-4302-932c-141b94aec4b4
Gallagher-Brett, Angela
bef12995-0aef-454e-acd5-f12f0abec790

Borthwick, Kate and Gallagher-Brett, Angela (2014) ‘Inspiration, ideas, encouragement’: teacher development and improved use of technology in language teaching through open educational practice. [in special issue: Open Educational Resources in Language Learning] Computer Assisted Language Learning, 27 (2), 163-183. (doi:10.1080/09588221.2013.818560).

Record type: Article

Abstract

This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators face particular motivational challenges, and often have a lack of training in the use of technology for teaching. We applied a self-efficacy theory of motivation to understand the extent to which tutors felt confident and capable about open practice, and whether they perceived development benefits. On the whole our findings suggest that open practice may be an effective vehicle for professional development, for enhancing knowledge of technology in teaching and for alleviating some specific motivational barriers faced by language educators. However, they also revealed significant issues which challenge tutors’ likelihood of continuing with open practice, which would need to be addressed for the benefits of open working to be fully realised.

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More information

Published date: 2014
Keywords: open educational resources, open practice, languages, professional development
Organisations: Faculty of Humanities

Identifiers

Local EPrints ID: 362666
URI: http://eprints.soton.ac.uk/id/eprint/362666
ISSN: 0958-8221
PURE UUID: 7f2a7435-6177-4ee1-b99b-3595dd5ed161
ORCID for Kate Borthwick: ORCID iD orcid.org/0000-0003-2251-7898

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Date deposited: 03 Mar 2014 16:33
Last modified: 18 Feb 2021 17:06

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Contributors

Author: Kate Borthwick ORCID iD
Author: Angela Gallagher-Brett

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