Expert Teacher Knowledge Domains and Adaptive Expertise in the Online EFL Teaching Space During COVID-19.

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Studying and Supporting Teachers' Support of English Learners

Abstract

The emerging reality of COVID-19 has challenged teachers to move to teaching in the digital space without prior preparation. Semi-structured interviews with 12 focus groups of EFL (English as a Foreign Language) expert teachers from diverse populations (multicultural and geographically dispersed at varying socio-economic levels) were conducted while teaching in the digital space. Inductive thematic analysis surfaced domains of teacher knowledge and adaptive expertise practices which these expert teachers reported on when describing their classroom practices in the digital teaching space. This study presents stage one of a large-scale mixed methods study in progress, aimed at developing a model for digital pre-service practice teaching to promote transformative and equitable teacher education, based on the identified domains of teacher knowledge.

Authors

• Gail Singer, University of Haifa

• Leah Doryoseph, University of Haifa

• Ron Blonder, Weizmann Institute of Science

• Lily Orland-Barak, University of Haifa