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English-Majoring Student Teacher Response to Employability in Light of a Transition to Online Learning

English-Majoring Student Teacher Response to Employability in Light of a Transition to Online Learning
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Author(s): Ngoc Tung Vu (VNU University of Languages and International Studies, Hanoi, Vietnam), Thao Thi Thu Nguyen (VNU University of Languages and International Studies, Hanoi, Vietnam) and Hoa Hoang (VNU University of Languages and International Studies, Hanoi, Vietnam)
Copyright: 2022
Volume: 5
Issue: 1
Pages: 16
Source title: International Journal of Teacher Education and Professional Development (IJTEPD)
Editor(s)-in-Chief: Molly Y. Zhou (Dalton State College, USA)
DOI: 10.4018/IJTEPD.2022010105

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Abstract

This study discussed English student teachers’ growth in employability as a driving consequence of the transition to emergency remote learning in light of COVID-19 pandemic. The authors focused on senior students reaching graduation during this critical time. The learning mode change was believed to have a significant impact on graduates’ employability capital, thus influencing their post-study career plans. This quantitative research followed Tomlinson’s (2017) graduate employability framework, covering five forms of capital explores their perceptions of employability capital and measures how perceptions vary between groups of backgrounds. Specifically, they sought to develop a comprehensive understanding of how the transition to remote learning has challenged students’ employability capital, which then affected their career-related decision-making following graduation. The findings suggested, besides implications and limitation, five clustered forms of capital and explain why they perceived differently.

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