COD 2023 - D827

Webinar - Post-pandemic teaching: what and how to teach

Kindergarten and Primary School teachers

3 sessions, start: 13-Apr

Course detail

Year: 2023
Level: Distance
Language: English
Status: Ended
Lugar: Distance
Facilitator/s: Ms. Mercedes Perez Berbain MA
Print course
ESSARP Schools
Free of charge
Exams Schools
ARS 13500.00
Non affiliate
ARS 13500.00

Sessions

Sessions Dates Start Finish
1 13 April 2023 06:00 pm 07:30 pm
2 27 April 2023 06:00 pm 07:30 pm
3 11 May 2023 06:00 pm 07:30 pm

Facilitator/s

Mercedes Perez Berbain

Mercedes Pérez Berbain is an educational consultant and teacher educator. She is a faculty member at Pilgrims Teacher Training (UK) and ESSARP (Argentina), and a reviewer for several international journals. She holds an M.A. in Education with Distinction from Oxford Brookes University, UK. She has written materials for Pearson and OUP, and co-edited for Palgrave Macmillan. Her research interests include leadership in education, inclusion, and young learners.
Kindergarten and Primary School teachers
- Understand post-pandemic teaching and learning and its sociocultural impact
- Learn strategies to implement post-pandemic-teaching with an inclusive view
- Plan to implement post-pandemic teaching
- Post-pandemic teaching
- Learning an additional language
- Diversity and inclusion
- CLIL and 21st century skills
- The development of linguistic, cognitive, emotional and social and intercultural competencies to be active and responsible citizens and to contribute to more peaceful, just and sustainable societies.
- Techniques and resources.
This is an experiential interactive on-line course which deals with how to teach at Kindergarten and Primary to reach and include all children. Every participant will have the chance to rethink, enhance, and plan their teaching for 2023 with the ideas they come up with.
- Banegas, D. L., Poole, P. M. & Corrales, K. A. (2020). Content and language integrated learning in Latin America 2008–2018: Ten years of research and practice. Studies in Second Language Learning and Teaching, 10(2), 283-305.
- Banegas, D., Beacon, G. & Pérez Berbain, M. (Eds.) (2021). International perspectives on diversity in ELT. Palgrave.
- Black-Hawkins, K. Maguire, L. & Kershner, R. (2021). Developing Inclusive Classroom Communities: What Matters to Children in their Experiences of Inclusive Classroom Learning? Education, 3–13. 
- Beacon, G. (2022). Developing Comprehensive Sexuality Education in Primary English Teacher Instruction via Picturebooks. Argentinian Journal of Applied Linguistics, 10(1), 3–13.
- Claxton, G. (2021). The future of teaching: And the myths that hold it back. Routledge.
- Miglino, V. (2018). Reading comprehension strategies: The neglected tools. An experience with EFL students in a South American country. HLT, 20 (6). 
- Mourão, S. (2016). Picturebooks in the primary EFL classroom: Authentic literature for an authentic response. CLELE journal, 4(1), 25 – 43.
- Pérez Berbain, M. (2022). Interactive Storytelling in ELT – Why and How? HLT, 24(5).
- Pérez Berbain, M. (2023). Humanising English language learning in the post-pandemic world. Teacher Trainer Journal, 36(2), 15–18.
- Perkins, D. (2014). Future wise: Educating our children for a changing world. Jossey-Bass.
- Pugliese, C. & Kryszewska, H. (in press). Teaching the whole person: Humanising language teaching. HLTJ.
- Tiramonti, G. (2022). El gran simulacro: el naufragio de la educación argentina. Libros del Zorzal.
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