Editors' Note

Authors

  • Melinda Dooly Universitat Autònoma de Barcelona

Abstract

One can go all the way back to the Greek philosopher Aristotle to find philosophical concerns about what is the meaning of the concept of theory and the relationship between theory, knowledge and practice. What is clear, however, is that even today, scholars are uncertain about exactly how teachers construct knowledge and then link theoretical knowledge and practical situations, both of which are vital components of teaching (Oonk, 2009). The relevance of understanding this relationship emerges in our guest author’s article...

Author Biography

Melinda Dooly, Universitat Autònoma de Barcelona

Melinda Dooly holds a double major in Spanish and English Philology from Wake Forest University (USA), a MA in Education from Open University (UK) and a PhD from the Universitat Autònoma de Barcelona where she currently works full-time as a teacher educator, specialising in the field of EFL methods. She is co-editor of the book series Telecollaboration in Education (Peter Lang) and Reviews and Criticisms Editor of academic journal Language and Intercultural Communication. She has participated, as well as directed, several national and international research projects and has published widely in TEFL, CMC, Telecollaboration in Education, and Educational Policies.

Melinda Dooly tiene dos licenciaturas en Filología Española y Filología Inglesa de la Universidad de Wake Forest (EE.UU.), un máster en Educación de la Open University (Reino Unido) y un doctorado, otorgado por la Universitat Autònoma de Barcelona, donde actualmente trabaja a tiempo completo, especializada en el campo de la metodología de enseñanza de la lengua inglesa como lengua extranjera. Es co-editora de la serie de libros Telecollaboration in Education (Peter Lang) y es Reviews and Criticisms Editor de revista académica Language and Intercultural Communication. Ha participado, además de dirigir, varios proyectos de investigación nacionales e internacionales y ha publicado ampliamente en TEFL, CMC, telecolaboración en educación y políticas educativas.

Melinda Dooly té dues llicenciatures en Filologia Espanyola i Filologia Anglesa de la Universitat de Wake Forest (EUA), un màster en Educació de la Open University (Regne Unit) i un doctorat, atorgat per la Universitat Autònoma de Barcelona, on actualment treballa a temps complet, especialitzada en el camp de la metodologia d'ensenyament de la llengua anglesa com a llengua estrangera. És co-editora de la sèrie de llibres Telecollaboration in Education (Peter Lang) i és Reviews and Criticisms Editor de la revista acadèmica Language and Intercultural Communication. Ha participat, a més de dirigir, diversos projectes de recerca nacionals i internacionals i ha publicat àmpliament en TEFL, CMC, telecolaboración en educació i polítiques educatives.

DOI

https://doi.org/10.5565/rev/jtl3.499

Published

2013-02-13

How to Cite

Dooly, M. (2013). Editors’ Note. Bellaterra Journal of Teaching & Learning Language & Literature, 6(1), 1–8. https://doi.org/10.5565/rev/jtl3.499

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