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Pre-recorded Session Oral Presentations (30 minutes)
Oct 16, 2020 12:00 Noon - Aug 31, 2021 01:45 PM(Asia/Ho_Chi_Minh)
20201016T1200 20201016T1345 Asia/Ho_Chi_Minh LESSONS LEARNT FOR EFL TEACHER EDUCATION POST COVID-19

Just in a few weeks, our globally interconnected societies transformed into life in lockdown and with restricted mobility. The Covid-19 crisis has left impacts on every corner of life. According to UNESCO, school closures caused by Covid-19 have remarkably affected over 60% of the world's student population. Higher education institutions have shown their significant capacity to adapt very quickly to the crisis, with lots of flexibility, by shifting to online teaching and learning at very short notice. It has accelerated new forms of pedagogy and tremendous initiatives from individual academics and institutions have emerged. The TUTORING PROJECT by Faculty of English Language Teacher Education (FELTE - ULIS) is administered to enhance preservice teachers' autonomy and provide them with basic knowledge and skills relevant to their teaching major through learning-by-doing tasks. Being designed on the principles of experiential learning (Kolb, 1984), this project requires preservice teachers to organize face-to-face tutorials for a group of learners wishing to enhance their language proficiency. The emergence of Covid-19 brought about unexpected changes to this course with two-thirds of tutorials being moved online. This sudden modification has offered new challenges as well as valuable lessons to EFL teacher education. There is a great opportunity to develop new forms of personalised education (that are in much demand) and to innovate in student assessment (including online) beyond the more traditional assessment currently still predominant, in particular for large student cohorts. Keywords: Teacher education, experiential learning, lessons, covid 19, online learning

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org

Just in a few weeks, our globally interconnected societies transformed into life in lockdown and with restricted mobility. The Covid-19 crisis has left impacts on every corner of life. According to UNESCO, school closures caused by Covid-19 have remarkably affected over 60% of the world's student population. Higher education institutions have shown their significant capacity to adapt very quickly to the crisis, with lots of flexibility, by shifting to online teaching and learning at very short notice. It has accelerated new forms of pedagogy and tremendous initiatives from individual academics and institutions have emerged. The TUTORING PROJECT by Faculty of English Language Teacher Education (FELTE - ULIS) is administered to enhance preservice teachers' autonomy and provide them with basic knowledge and skills relevant to their teaching major through learning-by-doing tasks. Being designed on the principles of experiential learning (Kolb, 1984), this project requires preservice teachers to organize face-to-face tutorials for a group of learners wishing to enhance their language proficiency. The emergence of Covid-19 brought about unexpected changes to this course with two-thirds of tutorials being moved online. This sudden modification has offered new challenges as well as valuable lessons to EFL teacher education. There is a great opportunity to develop new forms of personalised education (that are in much demand) and to innovate in student assessment (including online) beyond the more traditional assessment currently still predominant, in particular for large student cohorts. Keywords: Teacher education, experiential learning, lessons, covid 19, online learning

Lecturer/ Teacher Educator
,
VNU University of Languages and International Studies
Lecturer
,
VNU University of Languages and International Studies
No moderator for this session!
Mr. Vantha Phally
Center Manager
,
UCMAS Cambodia
English Language Trainer
,
Provincial Teacher Training College
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