Introduction
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This framework describes a common core of professional knowledge, together with personal qualities or attributes, that are essential for teachers operating in distance learning environments and who are teaching languages. The framework does not articulate general teacher competencies as these are assumed. The concern here is with those qualities, attributes, knowledge and skills that are required, in addition to generic teacher competencies, and which are considered essential for the effective teaching of languages through distance delivery.
The framework has been developed from:
- The dimensions of teachers work identified and described in the Competency Framework for Classroom Teachers prepared for the Education Department of Western Australia by Gary Martin (2001).
- The findings of research that was conducted at distance delivery sites in four Australian states (2002).
Within the context of teaching languages through distance delivery, six dimensions have been identified. These are:
- Personal attributes
- Professional attributes
- Professional learning
- Formation of partnerships
- Facilitation of student learning
- Evaluation of outcomes
These dimensions are elaborated below, in the first instance with respect to the general context of teaching languages via distance, and then as they relate to the use of specific delivery modes and technologies.
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