Mallows, David; (2001) Online Teacher Education. The Teacher Trainer, Volume 15, Issue 3 , 15 (3) pp. 3-5.

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Abstract

It has long been possible to take English language teacher training qualifications through distance education. For example, London, Reading and Birmingham Universities among others offer MA TEFL qualifications through distance modes. The quantity of courses underlines the international nature of our profession and shows both the thirst for personal development and the practical difficulties faced by the vast majority of teachers in finding time for a classroom based course. Distance learning courses normally involve printed, audio or video material sent out to the learner who studies alone and submits assignments for advice and moderation to a tutor. Communication, traditionally by phone or letter is now more commonly carried out by email; this increases the amount and the immediacy of communication between tutor and learner, but the model remains the same. The materials sent out are designed for broadcast (one to many) interaction and the tutor provides one to one support. Many courses require a short induction course or summer school to supplement the individual study. However, by choosing to study this way the many to many interaction which so enriches learning in the classroom is greatly reduced. The experience, perspectives, insights and arguments as well as the social and emotional support of peers is lacking in traditional distance education and means not only that following a distance education course can be a lonely path but that the tendency is for transmission models of education to be followed.

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