This paper focuses on online educational sessions of a continuing teacher education programme. The aim of this programme is to give a contribution to the continuing education of teachers of English as critical professionals, aware of discursive classroom practices, able to analyze them in the light of objectives to be reached and knowledge to be constructed. The paper gives a detailed account of how teachers deal with central issues in face to face reflective sessions and online interactive discussions and shows the results of a pilot intervention aiming at helping teachers develop more reflective and critical perspectives.
Cited by (14)
Cited by 14 other publications
Baeza, Alfoncina & J. Enrique Hinostroza
2025. The Online Presence During Synchronous Classes of Secondary Students in Chile: The Need to Incorporate Socio‐Emotional Knowledge and Teaching Strategies. Journal of Computer Assisted Learning 41:2
Oshima, Jun, Ritsuko Oshima & Toru Kayagi
2025. University Students’ Knowledge Creation Practices in Face-to-Face and Hybrid Blended Learning: Development of Epistemic Views and Perceptions of the Community of Inquiry. Journal of Science Education and Technology 34:5 ► pp. 1193 ff.
Song, Jayoung & Juhee Lee
2025. Presence and motivation: Comparing synchronous and asynchronous learning environments for foreign language learners using path analysis. Education and Information Technologies 30:5 ► pp. 6061 ff.
Mohammad Zadeh, Maryam, Luke J. Prendergast, Jonathan D. Tew & Daniel Beneroso-Vallejo
2024. Conceptualising engineering student perceptions of synchronous and asynchronous online learning. European Journal of Engineering Education 49:1 ► pp. 94 ff.
Ma, Angela Kit Fong
2023. Using Technology for English-Medium Instruction: The Use of Livestreaming in the Marketing Classroom. In Multilingual Education Yearbook 2023 [Multilingual Education Yearbook, ], ► pp. 23 ff.
2023. Exploring Students' Critical Thinking Skills Using the Engineering Design Process in a Physics Classroom. The Asia-Pacific Education Researcher 32:1 ► pp. 141 ff.
Reeves, Jennifer L., Glenda A. Gunter, Junia Braga & Marcos Racilan
2022. Using the Community of Inquiry framework to analyze emojis as an emerging language in an online educational experience via WhatsApp. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 38:2
Lin, Shinyi, Tze-Chien Hung & Chia-Tsung Lee
2015. Revalidate Forms of Presence in Training Effectiveness. Journal of Educational Computing Research 53:1 ► pp. 32 ff.
Garcia, Daniela Nogueira de Moraes
2013. O que os pares de Teletandem (não) negociam: práticas para um novo contexto online interativo para o ensino/aprendizagem de línguas estrangeiras no século XXI,
Richardson, Jennifer C., J. Ben Arbaugh, Martha Cleveland-Innes, Philip Ice, Karen P. Swan & D. Randy Garrison
2012. Using the Community of Inquiry Framework to Inform Effective Instructional Design. In The Next Generation of Distance Education, ► pp. 97 ff.
Duncan, Heather E. & John Barnett
2010. Experiencing online pedagogy: a Canadian case study. Teaching Education 21:3 ► pp. 247 ff.
Buraphadeja, Vasa & Kara Dawson
2008. Content Analysis in Computer-Mediated Communication: Analyzing Models for Assessing Critical Thinking Through the Lens of Social Constructivism. American Journal of Distance Education 22:3 ► pp. 130 ff.
Garrison, D. Randy & J.B. Arbaugh
2007. Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education 10:3 ► pp. 157 ff.
Hachtmann, Frauke
2006. How to Improve Critical Thinking Skills in the Media Strategy Course by Implementing an Online Peer Learning Component. Journal of Advertising Education 10:1 ► pp. 17 ff.
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