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| LEADERSHIP UPDATES |
| LETTER FROM THE CHAIR |
| Faridah Pawan, Indiana University, Bloomington, Indiana, USA |
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| LETTER FROM THE GUEST EDITORS |
Nikki Ashcraft, University of Missouri, Columbia, Missouri, USA
Brock Brady, US Peace Corps, Washington, DC, USA |
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Special issue on the development of volunteer teachers in community-based settings and international development work. Read More |
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| ARTICLES |
| AN EXPLORATION OF THE PEACE CORPS TEFL VOLUNTEER TRAINING PROGRAM |
| Abel Sekoubaou, U.S. Peace Corps, Cotonou, Benin |
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This article explores the Peace Corps TEFL volunteer training elements through the lens of the TEFL Certificate Program, a program of 120 hours of training and two years of supervised teaching experience. The benefits of the program for both volunteers and the agency are demonstrated. Read More |
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| LEARNING TO TEACH LANGUAGE AS SOCIAL PRACTICE: CONCEPT-BASED PROFESSIONAL DEVELOPMENT FOR ADULT ESL VOLUNTEERS |
| Nicolas Doyle, The Pennsylvania State University, University Park, Pennsylvania, USA |
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This article shares how a Vygotskian concept-based model of professional development helped to promote the development of pedagogically sound, agentive, and adaptive language teaching practices among volunteers in a community-based adult ESL context. The article documents how this model re-oriented the focus of volunteer training and shares feedback from volunteers. Read More |
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| LEARNING FROM VOLUNTEER EXPERIENCES DURING THE COVID-19 PANDEMIC LOCKDOWN |
Susan Dawson, Gary Motteram, and Richard Fay, Manchester Institute of Education, Manchester, England
Andres Mora and Francesco Leoni, Caritas Refugee Education Project, Manchester, England |
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This article explores the experiences of six volunteer teachers working with refugees and asylum seekers when teaching was moved online as a result of the COVID-19 pandemic. It shows how volunteers’ well-being, technological skills and personal pride increased and finishes with specific recommendations for developing volunteers in online teaching contexts. Read More |
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| THE SUPERVISION OF VOLUNTEERS |
Sophie Johnstone and Linda Ulrich, Merton Home Tutors, London, United Kingdom |
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This article is based on the authors’ experiences of supervising volunteer teachers in the ESL sector. It offers details on training and support and describes the mutuality of the supervisor/volunteer relationship. The article highlights the tension involved in the supervisory role and points to the importance of this role in providing a professional image of volunteer ESL support to both learners and educators. Read More |
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| COMMUNITIES OF PRACTICE |
| PROVIDING A SPACE FOR VOLUNTEER CONNECTIONS AND LEARNING |
Debbie Goldman and Rachel Fuchs, Intercambio Uniting Communities, Boulder, Colorado, USA |
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Creating communities of practice where volunteer teachers, both locally and across the country, learn from each other is at the core of Intercambio Uniting Communities’ mission. Through virtual and live trainings and informal gatherings, we offer many opportunities for mutual learning. Read More |
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| SUPPORTING COMMUNITIES OF PRACTICE AMONG VOLUNTEER TEACHERS |
| Kanyankole Rukundo, U.S. Peace Corps, Kigali, Rwanda |
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U.S. Peace Corps staff in Rwanda facilitate the development of communities of practice among local teachers, school-based mentors, and Peace Corps volunteers working together in Rwandan primary and secondary schools. Read More |
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| ABOUT THIS COMMUNITY |
| CALL FOR TEIS NEWSLETTER SUBMISSIONS |
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