Whilst a number of studies have explored the experiences of remote English language teaching in response to COVID-19, limited studies explored English language teacher-educators’ beliefs regarding their online tutoring practices. This article, co-authored with Gary Barkhuizen, reports on the finding of a study which attempted to identify tutors’ beliefs about the differences between face-to-face (F2F) and online CELTA tutoring and the knowledge and skills required for online tutoring.
This article was published in the ELT Journal. It is open access, just click on the image below and it will redirect you.
