Shifting between face-to-face, online and hybrid teaching modes: A reflection on one Hong Kong primary school teacher's experiences with young learners during the COVID-19 pandemic

Abstract

As young children need more careful support and guidance than adolescents and adult learners, teachers in lower grades have extra considerations as they shift between teaching modalities. This colloquium seeks to bring attention to the experiences of one Hong Kong primary school English language teacher as she shifted between face-to-face, online and hybrid teaching over a two-year period during the COVID-19 pandemic. It is hoped that by sharing the teacher's first-hand accounts and reflections, pre-service and in-service teachers of young learners will be better prepared for changing realities and modalities.