When I attended the Cambridge English Teaching Awards (CETA) symposium on 12th September 2020, I found Kate French’s talk to be particularly useful. There is a recording here. Kate kindly agreed to write a guest post summarising what she shared.
The CETA Symposium was held online and brought together teacher trainers from over 49 different countries. It was an excellent opportunity to share knowledge and experience, particularly regarding teaching and learning during the pandemic.
As with all areas of life during COVID-19, teacher trainers and training courses in 2020 have had to adapt and react to the ever-changing circumstances and follow the sometimes contradictory guidelines emerging on a daily, weekly, and monthly basis in order to save jobs and businesses and satisfy our ‘clients’ i.e. those wishing to complete and/or gain a teaching training qualification this year.
My own session at the conference was about the 100% online CELTA qualification and the aim was to synthesise the aforementioned guidelines and conclusions. The aim was not only to raise awareness for Centres that have yet to take advantage of this exceptional opportunity, but also to offer a review and possibly standardise delivery and ‘best practice’, which is what has always characterized the face-to-face and blended CELTA award, and which has led to its undoubted reputation as the ‘gold standard’ pre-service teaching training course. Therefore, I was very flattered to receive Sandy’s invitation to write a post for her blog to summarise the findings and offer them to an even wider public. It was also very timely, as I have just started tutoring on our second full-time, 100% CELTA course and wanted to make adjustments and improvements to our own course in response to:
- recent recommendations from Cambridge Assessment English
- CELTA assessor suggestions
- previous candidates’ feedback
- results of a brief, facebook survey I sent to teacher trainers (60 responses)
but most importantly for the following reasons:
- The certificate awarded at the end of the course is exactly the same as for the face to face and the blended formats – there is no mention of the delivery format on the certificate.
- The same criteria have to be met by candidates in order to pass the course.
- The candidates, although studying and teaching 100% online, need to be prepared to teach in both online and face to face contexts post-course.
- Employers will expect candidates to have the essential skills to teach in both online and face to face classrooms.
You can find our conclusions and ideas for achieving these in this table I have compiled:
Note from Sandy: the table is incredibly comprehensive and is an excellent starting point for anybody planning a CELTA course from this point forward, covering as it does all of the Cambridge recommendations for online courses so far, and lots of tips and ideas from Kate’s own experience and research.
Kate French started her TEFL career in Poland, at IH Bydgoszcz, before moving to Argentina two years later. [Note from Sandy – I didn’t know about that connection before!]
She has worked at International House Belgrano in Buenos Aires since 1995 where she has been ADoS, DoS, In-company Coordinator, and Head of Teacher Training. She is currently DoS and Teacher Trainer, overseeing the online classes during the pandemic and tutoring on the institute’s full and part-time 100% online CELTA courses. Kate is also a Cambridge ESOL and IELTS examiner, and a CELTA assessor.
CELTA trainers, do you have anything you’d add? Change? Questions you have about the online format? It’d be great to get a discussion going!