Empowering TESOL Teachers in Provincial Uruguay: The Power of Blended Learning

By Magdalena De Stefani.

Published by The Humanities Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This paper describes the 3-year action research process which constitutes the basis of my doctoral research at the University of Manchester, UK. Within an action research framework, this study set out to explore the design and implementation of a blended teacher development programme for TESOL teachers in provincial and rural areas of Uruguay. In Uruguay, virtually all opportunities for professional development are to be found in the southern capital of Montevideo, which implies that teachers living in other provincial and rural towns have very few, if any chances, to obtain formal qualifications and/or further their development. In an attempt to bridge this geographical divide, the largest language school in Uruguay (Instituto Cultural Anglo Uruguayo) designed and implemented this professional development programme using Moodle, which ran from early 2008 to late 2010. As tutor, researcher and course designer, in this paper I will describe and reflect on the processes and outcomes of this study.

Keywords: Blended Learning, Teacher Development, TESOL

International Journal of the Humanities, Volume 9, Issue 4, pp.245-256. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.933MB).

Dr. Magdalena De Stefani

University of Manchester, Montevideo, UK

Magdalena De Stefani has been working since 1997 as a teacher of English in Uruguay, where she was born. She obtained her MED in ELT in 2005 from the University of Manchester, UK and is due to finish her PhD (from the same university) in 2012. Her research interests include: blended learning, teacher development, Cooperative Development (Edge 2002), reflexivity in action research, and computer-mediated intercultural communication (CMIC).

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