Abstract

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.