'From Competence to Excellence': A systems view of staff development for part-time tutors at-a-distance

Tait, Jo

doi:10.1080/02680510220146913

Cited by 22 publications

(18 citation statements)

References 5 publications

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“…Her contribution follows the tradition of work that has explored teachers' own experiences and perspectives on their readiness and willingness to engage with new technologies in the language classroom. Comas-Quinn points to Tait (2002) who proposes to involve teachers in the design, delivery and evaluation of training activities as this has been shown to promote the desired deeper understanding. She takes White and Ding's (2009) ''ideal teacher self perspective'' as the starting point for her theoretical considerations argues, with Kubanyiova (2009), that ''effective training must both destabilize teachers' existing views of their role and identity and support them in building new perspectives which match the training outcomes -what Wenger (1998) calls 'learning as becoming' ''.…”

Section: Research On Teacher Training: Content and Practicementioning

confidence: 99%

Editorial: Teacher education research in CALL and CMC: more in demand than ever

Guichon

Hauck

2011

ReCALL

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Section: Research On Teacher Training: Content and Practicementioning

confidence: 99%

Editorial: Teacher education research in CALL and CMC: more in demand than ever

Guichon

Hauck

2011

ReCALL

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“…Send me the student grades at the end of session". Jo Tait (2002) has argued that there is a tendency to operate as though teaching and learning are somehow embedded in the curriculum (a practice euphemistically called "teacher proofing"), thereby downgrading the role of the tutor to mere technician. In this scenario, community and belonging amongst the teaching team is erased as a necessity, along with opportunities to capitalise on the insights of the classroom teachers for the quality enhancement of subject design and delivery.…”

Section: Multi-location Teaching: An Empirical Frameworkmentioning

confidence: 99%

“…Nevertheless, multi-location teaching has begun to generate complex challenges for coordinators and team members alike. A 2002 study of part-time teaching staff in the UK revealed some of the fragmentation that can occur between those who design and coordinate subjects and those who deliver them (Tait, 2002). This fragmentation can only be compounded when geographical distance from colleagues and the central campus are thrown into the mix.…”

Section: Introductionmentioning

confidence: 99%

Tutors’ Forum: engaging distributed communities of practice

Beaumont

Stirling

Percy

2009

Open Learning: The Journal of Open, Distance and e-Learning

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The need to engage students studying at a distance in order to reduce isolation, foster a sense of belonging, and enhance learning has received significant attention over the past few years. Conversely, very little research has focused on teachers working in this type of environment. In fact, we argue, they appear to be the forgotten dimension in "communities" of distance learning. In this paper we identify some of the problems generated by teaching university subjects simultaneously across a network of campuses: a practice known as multilocation teaching. We examine strategies for engaging multi-location teachers as key contributors to a quality learning experience for students and provide an analysis of how identified teaching needs and professional development are addressed within one particular teaching team by a small but powerful micro-practice called the "Tutors" Forum". Drawing on data collected through a survey and interviews conducted over 2006 / 07, we discuss the benefits and critical success factors of the Tutors" Forum in facilitating engagement and professional development for teachers working at a distance from the subject coordinator and other members of the teaching team. These factors include a specific style of leadership which fosters an inclusive, dialogic space where the patterns of interaction are characterized by reciprocity, collegiality and professional care. We discuss the implications of this practice for the further engagement of university teachers in an increasingly casualised and fragmented higher education sector. Tutors' Forum: Engaging Distributed Communities of Practice AbstractThe need to engage students studying at a distance in order to reduce isolation, foster a sense of belonging, and enhance learning has received significant attention over the past few years. Conversely, very little research has focused on teachers working in this type of environment. In fact, we argue, they appear to be the forgotten dimension in "communities" of distance learning. In this paper we identify some of the problems generated by teaching university subjects simultaneously across a network of campuses: a practice known as multi-location teaching. We examine strategies for engaging multi-location teachers as key contributors to a quality learning experience for students and provide an analysis of how identified teaching needs and professional development are addressed within one particular teaching team by a small but powerful micro-practice called the "Tutors" Forum". Drawing on data collected through a survey and interviews conducted over 2006 / 07, we discuss the benefits and critical success factors of the Tutors" Forum in facilitating engagement and professional development for teachers working at a distance from the subject coordinator and other members of the teaching team. These factors include a specific style of leadership which fosters an inclusive, dialogic space where the patterns of interaction are characterized by reciprocity, collegiality and professional care. We dis...

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“…The importance of all members of the learning community, be that of newcomers or veterans, have an important role to play in individual and cultural transformation; we all have a key part to play in the learning process. In her study, Tait (2002) identified the marginality that both casually employed newcomers and veterans represent -lamenting that:…”

Section: The Teaching Team As a Key Site For Professional Learning Anmentioning

confidence: 99%