Abstract
Under the impact of Covid-19 variants and long lockdown, Vietnam’s K-12 system had to implement emergency remote teaching and learning (ERT) in most areas during the first semester of the 2021-2022 academic year. To support public school teachers’ digital responses, the research team designed and delivered a 20-hour free fully online course targeting two cohorts of primary and secondary school English as a Foreign Language teachers in two consecutive cycles. The course design and delivery were theoretically framed around the modeling of Technological Pedagogical Content Knowledge (TPACK). Employing an exploratory case study design, we evaluate the course impacts on participants’ TPACK for ERT. Qualitative data is drawn from 24 active participants’ post-course survey responses. Findings illustrate the participants’ positive perceptions of the course design and delivery as well as their TPACK mindset development thanks to the trainers’ modeling the interplay of technology, pedagogy, and content. More importantly, participants highlighted the inclusion of a lengthened schedule, early socialization, and instructional support for teachers who had low technical knowledge. Hence, we suggest revisions of TPACK-driven course design and delivery for remote teaching in future cycles, which can benefit online professional development program developers and beneficiaries.
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