[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593738-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-593738-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","participant-perspectives-and-critical-reflections-on-language-teacher-education-by-distance-article-5","Participant Perspectives and Critical Reflections on Language Teacher Education by Distance - Article 5","","Language teaching is an international profession, and distance education has become central to language teacher education. Using two international surveys, the study examines distance language teacher education (LTED) through the viewpoints of students and teacher-educators. It identifies educational advantages supported by e-learning technologies and adds depth by analyzing qualitative responses from two individual learners. The paper highlights how experiences can vary widely and discusses how such disparities may be addressed.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/participant-perspectives-and-critical-reflections-on-language-teacher-education-by-distance-article-5/593738/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/participant-perspectives-and-critical-reflections-on-language-teacher-education-by-distance-article-5/593738.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main focus of the paper?","Question",{"text":62,"@type":63},"The paper explores language teacher education by distance from the perspectives of both students and teacher-educators, using data from two international surveys.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which methods and data sources does the study use?",{"text":67,"@type":63},"It draws on two international surveys: one of LTED providers and one of LTED learners, and it includes an in-depth qualitative analysis of responses from two individual students.",{"name":69,"@type":60,"acceptedAnswer":70},"What key advantages of studying by distance does the paper discuss?",{"text":71,"@type":63},"The study identifies significant educational advantages for language teachers studying by distance and explains how e-learning technologies enhance these benefits.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},593738,1792077821,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":79,"read_time":143,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 5 | Article 5 |\n| --- | --- |\n\n2017  \nParticipant Perspectives and Critical Reflections on Language Teacher Education by Distance  \nJohn S. Knox  \nMacquarie University, Australia, [john.knox@mq.edu.au](john.knox@mq.edu.au)  \nRecommended Citation  \nKnox, J. S. (2017). Participant Perspectives and Critical Reflections on Language Teacher Education by Distance. Australian Journal of Teacher Education, 42 (5).  \n[http://dx.doi.org/10.14221/ajte.2017v42n5.5](http://dx.doi.org/10.14221/ajte.2017v42n5.5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss5/5](http://ro.ecu.edu.au/ajte/vol42/iss5/5)  \nAustralian Journal of Teacher Education  \nParticipant Perspectives and Critical Reflections on Language Teacher  \nEducation by Distance  \nJohn S. Knox  \nMacquarie University  \nAbstract: Language teaching is a profession which is international in  \ncharacter. Language teachers often work and study in foreign  \ncountries, and distance education has become very important in the  \neducation of language teachers. Drawing on two international  \nsurveys, this paper explores language teacher education by distance  \nfrom the perspective of students (i.e. trainee or practicing language  \nteachers) and teacher-educators in such distance programs. There  \nare significant educational advantages for language teachers who  \nchoose to study by distance, and e-learning technologies have  \nenhanced these benefits. This paper also includes an in-depth  \nanalysis of the qualitative survey responses from two individual  \nstudents, highlighting an individualized perspective on the data that  \ncomplements the ‘collective’ analysis, and provides additional  \ninsights into how student experiences of such programs can vary  \nwidely, and how such disparities may be addressed.  \nIntroduction  \nLanguage teaching is, by its nature, an international and inter-cultural profession. Language teachers, whether teaching in second-language (SL) or foreign-language (FL) environments, have the job of educating students to communicate with others ofa different cultural and linguistic background. As a result, many language teachers spend at least part of their education and/or career in one or more foreign countries.  \nThis feature of the language teaching profession has contributed to a relatively high uptake of distance education in this field. Teacher education more broadly is, historically, oneof the main disciplines in which tertiary distance education has become popular (Robinson & Latchem, 2003), so it is not surprising that distance programs in Applied Linguistics / TESOL are both numerous (over 120 internationally according to a survey of Hall & Knox, 2009a) and widespread (with both programs and learners located around the world) .  \nWith the emergence of personal computers, the internet, and ubiquitous video, language teacher education by distance (LTED) has become an even more important phenomenon in language education, yet it remains relatively under-researched (Hall & Knox, 2009b) . Further, it sometimes suffers from a ‘deficit’ syndrome, whereby distance learning is seen as ‘naturally’ inferior to face-to-face learning (Hall & Knox, 2009a; Hall & Knox, 2009b). However, developments in technology have transformed face-to-face learning, to the point where practices common in (and first developed for) distance education (e.g. recording of lectures, ‘stand-alone’ course materials, online discussions) are now commonplace in socalled face-to-face learning, and the distinction between distance and face-to-face is much less clear than it once was (Hall & Knox, 2009a, p. 65) .  \nThis paper draws on data collected in two international surveys: one of LTED providers, and one ofLTED learners (who are themselves language teachers) . The focus of  \nVol 42, 5, May 2017 66  \nAustralian Journal of Teacher Education  \nthe paper is two-fold. The first is to look at the advantages ","cbCaisyaJOTE8xzd","https://ap.wps.com/l/cbCaisyaJOTE8xzd","pdf",516697,22,"English","# Abstract\n# Introduction\n# Distance Education and Language Teacher Education","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"The paper explores language teacher education by distance from the perspectives of both students and teacher-educators, using data from two international surveys.\"},{\"question\":\"Which methods and data sources does the study use?\",\"answer\":\"It draws on two international surveys: one of LTED providers and one of LTED learners, and it includes an in-depth qualitative analysis of responses from two individual students.\"},{\"question\":\"What key advantages of studying by distance does the paper discuss?\",\"answer\":\"The study identifies significant educational advantages for language teachers studying by distance and explains how e-learning technologies enhance these benefits.\"}]","Participant Perspectives and Critical Reflections on Language Teacher Education by Distance - Article 5 | PDF",55]