Book contents
- Frontmatter
- Contents
- Preface
- Introduction: Second Language Teacher Education
- Section 1 The Landscapes of Second Language Teacher Education
- Chapter 1 The Scope of Second Language Teacher Education
- Chapter 2 Trends in Second Language Teacher Education
- Chapter 3 Critical Language Teacher Education
- Chapter 4 Social and Cultural Perspectives
- Section 2 Professionalism and The Language Teaching Profession
- Chapter 5 Second Language Teacher Professionalism
- Chapter 6 Certification and Professional Qualifications
- Chapter 7 Standards and Second Language Teacher Education
- Chapter 8 Assessment in Second Language Teacher Education
- Chapter 9 Teacher Preparation and Nonnative English-Speaking Educators
- Chapter 10 “Trainer Development”: Professional Development for Language Teacher Educators
- Section 3 Pedagogical Knowledge in Second Language Teacher Education
- Chapter 11 The Curriculum of Second Language Teacher Education
- Chapter 12 Knowledge About Language
- Chapter 13 SLA and Teacher Education
- Chapter 14 Acquiring Knowledge of Discourse Conventions in Teacher Education
- Section 4 Identity, Cognition, and Experience in Teacher Learning
- Chapter 15 Personal Practical Knowledge in L2 Teacher Education
- Chapter 16 Language Teacher Cognition
- Chapter 17 Teacher Identity
- Chapter 18 The Novice Teacher Experience
- Chapter 19 Teaching Expertise: Approaches, Perspectives, and Characterizations
- Section 5 Contexts for Second Language Teacher Education
- Chapter 20 Teaching and Learning in the Course Room
- Chapter 21 School-Based Experience
- Chapter 22 Language Teacher Education by Distance
- Chapter 23 Technology and Second Language Teacher Education
- Section 6 Second Language Teacher Education Through Collaboration
- Chapter 24 Collaborative Teacher Development
- Chapter 25 The Practicum
- Chapter 26 Mentoring
- Chapter 27 Language Teacher Supervision
- Section 7 Second Language Teacher Development Through Research and Practice
- Chapter 28 Second Language Classroom Research
- Chapter 29 Action Research in Second Language Teacher Education
- Chapter 30 Reflective Practice
- Author Index
- Subject Index
- Acknowledgments
Chapter 22 - Language Teacher Education by Distance
Published online by Cambridge University Press: 14 February 2023
- Frontmatter
- Contents
- Preface
- Introduction: Second Language Teacher Education
- Section 1 The Landscapes of Second Language Teacher Education
- Chapter 1 The Scope of Second Language Teacher Education
- Chapter 2 Trends in Second Language Teacher Education
- Chapter 3 Critical Language Teacher Education
- Chapter 4 Social and Cultural Perspectives
- Section 2 Professionalism and The Language Teaching Profession
- Chapter 5 Second Language Teacher Professionalism
- Chapter 6 Certification and Professional Qualifications
- Chapter 7 Standards and Second Language Teacher Education
- Chapter 8 Assessment in Second Language Teacher Education
- Chapter 9 Teacher Preparation and Nonnative English-Speaking Educators
- Chapter 10 “Trainer Development”: Professional Development for Language Teacher Educators
- Section 3 Pedagogical Knowledge in Second Language Teacher Education
- Chapter 11 The Curriculum of Second Language Teacher Education
- Chapter 12 Knowledge About Language
- Chapter 13 SLA and Teacher Education
- Chapter 14 Acquiring Knowledge of Discourse Conventions in Teacher Education
- Section 4 Identity, Cognition, and Experience in Teacher Learning
- Chapter 15 Personal Practical Knowledge in L2 Teacher Education
- Chapter 16 Language Teacher Cognition
- Chapter 17 Teacher Identity
- Chapter 18 The Novice Teacher Experience
- Chapter 19 Teaching Expertise: Approaches, Perspectives, and Characterizations
- Section 5 Contexts for Second Language Teacher Education
- Chapter 20 Teaching and Learning in the Course Room
- Chapter 21 School-Based Experience
- Chapter 22 Language Teacher Education by Distance
- Chapter 23 Technology and Second Language Teacher Education
- Section 6 Second Language Teacher Education Through Collaboration
- Chapter 24 Collaborative Teacher Development
- Chapter 25 The Practicum
- Chapter 26 Mentoring
- Chapter 27 Language Teacher Supervision
- Section 7 Second Language Teacher Development Through Research and Practice
- Chapter 28 Second Language Classroom Research
- Chapter 29 Action Research in Second Language Teacher Education
- Chapter 30 Reflective Practice
- Author Index
- Subject Index
- Acknowledgments
Summary
INTRODUCTION
In this chapter we are concerned specifically with language teacher education by distance (LTED). In addition to a brief historical sketch and the discussion of terms related to this topic, we provide an overview of the existing literature on LTED and closely related areas, and discuss a number of key issues emerging from current practices in LTED.
SCOPE AND DEFINITIONS
Distance learning can be traced back to ancient Greek and Jewish traditions (Guri-Rosenblit 1999: 2), and correspondence courses were offered as early as the early eighteenth century in the United States and in the early nineteenth century in the United Kingdom (Mood 1995: 1). More recently, a strong relationship has developed between distance education and teacher education, with a large proportion of distance learners being teachers or teacher-trainees (Robinson and Latchem 2003: 32), and Perraton (1995: 30) counting “over a hundred programs that have used [distance education] for the initial training or the continuing education of teachers.”
More specifically, LTED has experienced strong growth since the beginning of the 1990s. In her review of LTED programs conducted in 1990–91, Purgason (1994) identified 23 providers, and concluded that LTED programs were available in most parts of the world, but that “the options are still rather limited” (p. 59). Our own survey conducted in 2006–07 (Hall and Knox, in preparation) identified more than 120 LTED providers worldwide with enrollments numbering in the thousands, and probably in the tens of thousands. It is noteworthy that many of these providers are private institutions offering certificates rather than academic degrees.
In early writing on distance education, the terms extension services and extension studies were used as near-synonyms of distance learning, and, reflecting the most common mode of communication, the term correspondence courses gained currency and was the most common term used until the last quarter of the twentieth century. In 1983, Sewart et al. characterized distance education as “a fairly new term” (1983: 1). Here, we adopt the description of Mood (1995: 19), which is based on a review of other peoples’ definitions and debates, and suggests that distance learning has four characteristics:
• the physical separation of teacher and learner
• the influence or control of an organized educational institution
• the involvement of “media”
• two-way communication in some form.
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- Cambridge Guide to Second Language Teacher Education , pp. 218 - 229Publisher: Cambridge University PressPrint publication year: 2009
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