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DTSTART:20260329T010000
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DTSTART;TZID=Europe/Athens:20260927T090000
DTEND;TZID=Europe/Athens:20260927T170000
DTSTAMP:20260816T215832
CREATED:20260804T150331Z
LAST-MODIFIED:20260813T110302Z
UID:16309-1790499600-1790528400@tesolgreece.org
SUMMARY:TESOL Greece Start-of-the-Year & Big SIG Day 2026
DESCRIPTION:TESOL Greece Start-of-the-Year & Big SIG Day Event 2026  "SIGnificant Teacher Growth"		\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n					\n			\n		\n				\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n			Plenary Presentations		\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n										\n						\n				\n				\n				\n								\n					Sophia Kouzouli is an English Language Teacher and Education Advisor in Greece. She has experience in diverse educational settings and age groups. Her work focuses on teacher professional development\, digital pedagogy\, and innovation in language education. She contributes to European and international educational initiatives that promote collaboration\, intercultural dialogue\, and innovative educational practices. Her research interests include multimodality\, AI literacy\, teacher professional learning\, and digital education. Her work has been presented at international conferences\, and she designs educational resources that connect research with classroom practice. 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n					\n			\n		\n				\n				\n				\n				\n			Sophia Kouzouli		\n				\n				\n				\n								\n					“Rethinking Professional Learning in a Connected World“ 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: Everything begins with connection. Bringing together people\, ideas and cultures creates opportunities to learn\, collaborate and grow beyond the boundaries of individual practice. Through professional dialogue\, international collaboration and multimodal communication\, educators broaden their perspectives\, co-construct knowledge and transform shared experience into innovative and meaningful educational practice. A shared purpose\, openness to new ideas and a willingness to learn with and from others nurture professional growth and reshape professional learning\, enabling educators to connect\, create and grow together. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n			TESOL Greece SIG Presentations		\n				\n				\n				\n			Adult Learners SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Sylvia Karastathi 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n			Sylvia Karastathi		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: TBA 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n					\n			\n						\n		\n				\n				\n				\n				\n			Drama & Literature SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n								\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n			Maria Peristeri		\n				\n				\n				\n								\n					“Early Exposure of Greek-Speaking Infants to English Language Environments: A Multisensory Approach“ 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n				\n								\n					Summary: The main scope of this presentation is to explore the impact of second language learning on early childhood. In particular\, the study investigates the strategies and educational tools through which the teaching of English as a second language can be introduced and supported in 8-month-old monolingual Greek speaking children. The study aims to explore the yet unexplored field of cultivating and firing (potential) bilingualism in monolingual Greek-speaking infants. 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Maria Peristeri: Teacher of English in State Kindergartens. She received silver awards (2024\, 2025) for excellence in preschool English teaching. A graduate of English Language and Literature (UoA). Her most recent professional experience involves teaching English to children as young as eight month old\, as part of her postgraduate studies at the University of Crete. What she enjoys most is attending performances created for babies. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n					\n			\n		\n				\n				\n				\n				\n					\n			\n						\n		\n				\n				\n				\n				\n			Learning Technologies SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Maria Philippi is General Director of Vocational Education & Training at the Eugenides Foundation\, Athens\, leading its Institute of VET and Centre for Lifelong Learning (ΚΔΒΜ). With 25+ years across industry and education\, she partners with international organizations and universities to advance Peer-to-Peer Learning and Collective Intelligence\, and is a PhD candidate at Ionian University. 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n			maria philippi		\n				\n				\n				\n								\n					“The Road to Collective Intelligence with AI: Reimagining Teacher Growth through Peer-to-Peer Learning” 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n				\n								\n					Summary: As AI reshapes education\, teacher development must move beyond top-down training toward collaborative\, technology-enabled models. This presentation explores how Peer-to-Peer Learning and Collective Intelligence\, amplified by AI\, can transform professional growth\, empowering educators to learn from one another\, share practice\, and co-create knowledge. Drawing on cross-sectoral experience in VET and lifelong learning\, Maria Philippi will present practical frameworks for building sustainable\, teacher-led learning communities. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			Specific Learning Differences SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n			panagiota goudi		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n				\n								\n					Summary: TBA 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Panagiota Goudi 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			Teacher Development and Research SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Katerina Mantadaki is a Teacher\, Teacher Trainer and Senior ELT Educational Consultant. She holds an MSc in Social Neuroscience\, Social Pedagogy and Education and regularly designs and delivers teacher-training programmes\, workshops and conference presentations. She is committed to promoting accessible\, engaging\, and evidence-informed educational practices that foster student and teacher resilience\, wellbeing and flourishing. 					\n						\n				\n				\n				\n								\n										\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n			katerina mantadaki		\n				\n				\n				\n								\n					“Resilient Teachers\, Flourishing Schools: The Power of Innovation“ 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: In a constantly evolving educational environment\, rapid social\, economic and educational change\, alongside increasing pedagogical and administrative demands\, intensifies teachers’ stress and burnout risk. This talk explores how innovation\, a supportive school climate and strong interpersonal relationships can strengthen resilience\, wellbeing and flourishing\, enhance pedagogical relationships and educational quality\, and improve students’ learning experiences while supporting sustainable school communities. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			Young Learners SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n			chrysa papalazarou		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: TBA 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Chrysa Papalazarou 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n					\n			\n		\n				\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			SIG Elections		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					11:45-12:00  12:45-13:00  13:45-14:00  15:15-15:30  15:45-16:00  16:40-17:55  					\n						\n				\n				\n				\n			9:15 Registration (ongoing)\n \n9:45-10:00 Opening Remarks\n \n14:00-14:30 Lunch Break\n \n17:00 Final Remarks & Announcements
URL:https://tesolgreece.org/event/tesol-greece-start-of-the-year-big-sig-day-2026/
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20261025
DTEND;VALUE=DATE:20261026
DTSTAMP:20260816T215832
CREATED:20260804T150207Z
LAST-MODIFIED:20260804T150207Z
UID:16306-1792886400-1792972799@tesolgreece.org
SUMMARY:TESOL Greece Out-of-Town Event - Chalkida
DESCRIPTION:TESOL Greece Start-of-the-Year & Big SIG Day Event 2026  "SIGnificant Teacher Growth"		\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n					\n			\n		\n				\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n			Plenary Presentations		\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n										\n						\n				\n				\n				\n								\n					Sophia Kouzouli is an English Language Teacher and Education Advisor in Greece. She has experience in diverse educational settings and age groups. Her work focuses on teacher professional development\, digital pedagogy\, and innovation in language education. She contributes to European and international educational initiatives that promote collaboration\, intercultural dialogue\, and innovative educational practices. Her research interests include multimodality\, AI literacy\, teacher professional learning\, and digital education. Her work has been presented at international conferences\, and she designs educational resources that connect research with classroom practice. 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n					\n			\n		\n				\n				\n				\n				\n			Sophia Kouzouli		\n				\n				\n				\n								\n					“Rethinking Professional Learning in a Connected World“ 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: Everything begins with connection. Bringing together people\, ideas and cultures creates opportunities to learn\, collaborate and grow beyond the boundaries of individual practice. Through professional dialogue\, international collaboration and multimodal communication\, educators broaden their perspectives\, co-construct knowledge and transform shared experience into innovative and meaningful educational practice. A shared purpose\, openness to new ideas and a willingness to learn with and from others nurture professional growth and reshape professional learning\, enabling educators to connect\, create and grow together. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n			TESOL Greece SIG Presentations		\n				\n				\n				\n			Adult Learners SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Sylvia Karastathi 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n			Sylvia Karastathi		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: TBA 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n					\n			\n						\n		\n				\n				\n				\n				\n			Drama & Literature SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n								\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n			Maria Peristeri		\n				\n				\n				\n								\n					“Early Exposure of Greek-Speaking Infants to English Language Environments: A Multisensory Approach“ 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n				\n								\n					Summary: The main scope of this presentation is to explore the impact of second language learning on early childhood. In particular\, the study investigates the strategies and educational tools through which the teaching of English as a second language can be introduced and supported in 8-month-old monolingual Greek speaking children. The study aims to explore the yet unexplored field of cultivating and firing (potential) bilingualism in monolingual Greek-speaking infants. 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Maria Peristeri: Teacher of English in State Kindergartens. She received silver awards (2024\, 2025) for excellence in preschool English teaching. A graduate of English Language and Literature (UoA). Her most recent professional experience involves teaching English to children as young as eight month old\, as part of her postgraduate studies at the University of Crete. What she enjoys most is attending performances created for babies. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n					\n			\n		\n				\n				\n				\n				\n					\n			\n						\n		\n				\n				\n				\n				\n			Learning Technologies SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Maria Philippi is General Director of Vocational Education & Training at the Eugenides Foundation\, Athens\, leading its Institute of VET and Centre for Lifelong Learning (ΚΔΒΜ). With 25+ years across industry and education\, she partners with international organizations and universities to advance Peer-to-Peer Learning and Collective Intelligence\, and is a PhD candidate at Ionian University. 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n			maria philippi		\n				\n				\n				\n								\n					“The Road to Collective Intelligence with AI: Reimagining Teacher Growth through Peer-to-Peer Learning” 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n				\n								\n					Summary: As AI reshapes education\, teacher development must move beyond top-down training toward collaborative\, technology-enabled models. This presentation explores how Peer-to-Peer Learning and Collective Intelligence\, amplified by AI\, can transform professional growth\, empowering educators to learn from one another\, share practice\, and co-create knowledge. Drawing on cross-sectoral experience in VET and lifelong learning\, Maria Philippi will present practical frameworks for building sustainable\, teacher-led learning communities. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			Specific Learning Differences SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n			panagiota goudi		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n				\n								\n					Summary: TBA 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Panagiota Goudi 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			Teacher Development and Research SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Katerina Mantadaki is a Teacher\, Teacher Trainer and Senior ELT Educational Consultant. She holds an MSc in Social Neuroscience\, Social Pedagogy and Education and regularly designs and delivers teacher-training programmes\, workshops and conference presentations. She is committed to promoting accessible\, engaging\, and evidence-informed educational practices that foster student and teacher resilience\, wellbeing and flourishing. 					\n						\n				\n				\n				\n								\n										\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n			katerina mantadaki		\n				\n				\n				\n								\n					“Resilient Teachers\, Flourishing Schools: The Power of Innovation“ 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: In a constantly evolving educational environment\, rapid social\, economic and educational change\, alongside increasing pedagogical and administrative demands\, intensifies teachers’ stress and burnout risk. This talk explores how innovation\, a supportive school climate and strong interpersonal relationships can strengthen resilience\, wellbeing and flourishing\, enhance pedagogical relationships and educational quality\, and improve students’ learning experiences while supporting sustainable school communities. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			Young Learners SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n			chrysa papalazarou		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: TBA 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Chrysa Papalazarou 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n					\n			\n		\n				\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			SIG Elections		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					11:45-12:00  12:45-13:00  13:45-14:00  15:15-15:30  15:45-16:00  16:40-17:55  					\n						\n				\n				\n				\n			9:15 Registration (ongoing)\n \n9:45-10:00 Opening Remarks\n \n14:00-14:30 Lunch Break\n \n17:00 Final Remarks & Announcements
URL:https://tesolgreece.org/event/tesol-greece-out-of-town-event-chalkida/
LOCATION:Chalkida\, 34100
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Athens:20261111T170000
DTEND;TZID=Europe/Athens:20261111T203000
DTSTAMP:20260816T215832
CREATED:20260804T150017Z
LAST-MODIFIED:20260804T150521Z
UID:16304-1794416400-1794429000@tesolgreece.org
SUMMARY:TESOL Greece Christmas Event 2026
DESCRIPTION:TESOL Greece Start-of-the-Year & Big SIG Day Event 2026  "SIGnificant Teacher Growth"		\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n					\n			\n		\n				\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n			Plenary Presentations		\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n										\n						\n				\n				\n				\n								\n					Sophia Kouzouli is an English Language Teacher and Education Advisor in Greece. She has experience in diverse educational settings and age groups. Her work focuses on teacher professional development\, digital pedagogy\, and innovation in language education. She contributes to European and international educational initiatives that promote collaboration\, intercultural dialogue\, and innovative educational practices. Her research interests include multimodality\, AI literacy\, teacher professional learning\, and digital education. Her work has been presented at international conferences\, and she designs educational resources that connect research with classroom practice. 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n					\n			\n		\n				\n				\n				\n				\n			Sophia Kouzouli		\n				\n				\n				\n								\n					“Rethinking Professional Learning in a Connected World“ 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: Everything begins with connection. Bringing together people\, ideas and cultures creates opportunities to learn\, collaborate and grow beyond the boundaries of individual practice. Through professional dialogue\, international collaboration and multimodal communication\, educators broaden their perspectives\, co-construct knowledge and transform shared experience into innovative and meaningful educational practice. A shared purpose\, openness to new ideas and a willingness to learn with and from others nurture professional growth and reshape professional learning\, enabling educators to connect\, create and grow together. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n			TESOL Greece SIG Presentations		\n				\n				\n				\n			Adult Learners SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Sylvia Karastathi 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n			Sylvia Karastathi		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: TBA 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n					\n			\n						\n		\n				\n				\n				\n				\n			Drama & Literature SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n								\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n			Maria Peristeri		\n				\n				\n				\n								\n					“Early Exposure of Greek-Speaking Infants to English Language Environments: A Multisensory Approach“ 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n				\n								\n					Summary: The main scope of this presentation is to explore the impact of second language learning on early childhood. In particular\, the study investigates the strategies and educational tools through which the teaching of English as a second language can be introduced and supported in 8-month-old monolingual Greek speaking children. The study aims to explore the yet unexplored field of cultivating and firing (potential) bilingualism in monolingual Greek-speaking infants. 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Maria Peristeri: Teacher of English in State Kindergartens. She received silver awards (2024\, 2025) for excellence in preschool English teaching. A graduate of English Language and Literature (UoA). Her most recent professional experience involves teaching English to children as young as eight month old\, as part of her postgraduate studies at the University of Crete. What she enjoys most is attending performances created for babies. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n					\n			\n		\n				\n				\n				\n				\n					\n			\n						\n		\n				\n				\n				\n				\n			Learning Technologies SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Maria Philippi is General Director of Vocational Education & Training at the Eugenides Foundation\, Athens\, leading its Institute of VET and Centre for Lifelong Learning (ΚΔΒΜ). With 25+ years across industry and education\, she partners with international organizations and universities to advance Peer-to-Peer Learning and Collective Intelligence\, and is a PhD candidate at Ionian University. 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n			maria philippi		\n				\n				\n				\n								\n					“The Road to Collective Intelligence with AI: Reimagining Teacher Growth through Peer-to-Peer Learning” 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n				\n								\n					Summary: As AI reshapes education\, teacher development must move beyond top-down training toward collaborative\, technology-enabled models. This presentation explores how Peer-to-Peer Learning and Collective Intelligence\, amplified by AI\, can transform professional growth\, empowering educators to learn from one another\, share practice\, and co-create knowledge. Drawing on cross-sectoral experience in VET and lifelong learning\, Maria Philippi will present practical frameworks for building sustainable\, teacher-led learning communities. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			Specific Learning Differences SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n			panagiota goudi		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n				\n								\n					Summary: TBA 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Panagiota Goudi 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			Teacher Development and Research SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Katerina Mantadaki is a Teacher\, Teacher Trainer and Senior ELT Educational Consultant. She holds an MSc in Social Neuroscience\, Social Pedagogy and Education and regularly designs and delivers teacher-training programmes\, workshops and conference presentations. She is committed to promoting accessible\, engaging\, and evidence-informed educational practices that foster student and teacher resilience\, wellbeing and flourishing. 					\n						\n				\n				\n				\n								\n										\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n			katerina mantadaki		\n				\n				\n				\n								\n					“Resilient Teachers\, Flourishing Schools: The Power of Innovation“ 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: In a constantly evolving educational environment\, rapid social\, economic and educational change\, alongside increasing pedagogical and administrative demands\, intensifies teachers’ stress and burnout risk. This talk explores how innovation\, a supportive school climate and strong interpersonal relationships can strengthen resilience\, wellbeing and flourishing\, enhance pedagogical relationships and educational quality\, and improve students’ learning experiences while supporting sustainable school communities. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			Young Learners SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n			chrysa papalazarou		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: TBA 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Chrysa Papalazarou 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n					\n			\n		\n				\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			SIG Elections		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					11:45-12:00  12:45-13:00  13:45-14:00  15:15-15:30  15:45-16:00  16:40-17:55  					\n						\n				\n				\n				\n			9:15 Registration (ongoing)\n \n9:45-10:00 Opening Remarks\n \n14:00-14:30 Lunch Break\n \n17:00 Final Remarks & Announcements
URL:https://tesolgreece.org/event/tesol-greece-christmas-event-2026/
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20270306
DTEND;VALUE=DATE:20270308
DTSTAMP:20260816T215832
CREATED:20260731T210357Z
LAST-MODIFIED:20260814T114603Z
UID:16246-1804291200-1804463999@tesolgreece.org
SUMMARY:48th TESOL Greece Annual International Convention
DESCRIPTION:TESOL Greece Start-of-the-Year & Big SIG Day Event 2026  "SIGnificant Teacher Growth"		\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n					\n			\n		\n				\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n			Plenary Presentations		\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n										\n						\n				\n				\n				\n								\n					Sophia Kouzouli is an English Language Teacher and Education Advisor in Greece. She has experience in diverse educational settings and age groups. Her work focuses on teacher professional development\, digital pedagogy\, and innovation in language education. She contributes to European and international educational initiatives that promote collaboration\, intercultural dialogue\, and innovative educational practices. Her research interests include multimodality\, AI literacy\, teacher professional learning\, and digital education. Her work has been presented at international conferences\, and she designs educational resources that connect research with classroom practice. 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n					\n			\n		\n				\n				\n				\n				\n			Sophia Kouzouli		\n				\n				\n				\n								\n					“Rethinking Professional Learning in a Connected World“ 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: Everything begins with connection. Bringing together people\, ideas and cultures creates opportunities to learn\, collaborate and grow beyond the boundaries of individual practice. Through professional dialogue\, international collaboration and multimodal communication\, educators broaden their perspectives\, co-construct knowledge and transform shared experience into innovative and meaningful educational practice. A shared purpose\, openness to new ideas and a willingness to learn with and from others nurture professional growth and reshape professional learning\, enabling educators to connect\, create and grow together. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n			TESOL Greece SIG Presentations		\n				\n				\n				\n			Adult Learners SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Sylvia Karastathi 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n			Sylvia Karastathi		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: TBA 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n					\n			\n						\n		\n				\n				\n				\n				\n			Drama & Literature SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n								\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n			Maria Peristeri		\n				\n				\n				\n								\n					“Early Exposure of Greek-Speaking Infants to English Language Environments: A Multisensory Approach“ 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n				\n								\n					Summary: The main scope of this presentation is to explore the impact of second language learning on early childhood. In particular\, the study investigates the strategies and educational tools through which the teaching of English as a second language can be introduced and supported in 8-month-old monolingual Greek speaking children. The study aims to explore the yet unexplored field of cultivating and firing (potential) bilingualism in monolingual Greek-speaking infants. 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Maria Peristeri: Teacher of English in State Kindergartens. She received silver awards (2024\, 2025) for excellence in preschool English teaching. A graduate of English Language and Literature (UoA). Her most recent professional experience involves teaching English to children as young as eight month old\, as part of her postgraduate studies at the University of Crete. What she enjoys most is attending performances created for babies. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n					\n			\n		\n				\n				\n				\n				\n					\n			\n						\n		\n				\n				\n				\n				\n			Learning Technologies SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Maria Philippi is General Director of Vocational Education & Training at the Eugenides Foundation\, Athens\, leading its Institute of VET and Centre for Lifelong Learning (ΚΔΒΜ). With 25+ years across industry and education\, she partners with international organizations and universities to advance Peer-to-Peer Learning and Collective Intelligence\, and is a PhD candidate at Ionian University. 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n			maria philippi		\n				\n				\n				\n								\n					“The Road to Collective Intelligence with AI: Reimagining Teacher Growth through Peer-to-Peer Learning” 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n				\n								\n					Summary: As AI reshapes education\, teacher development must move beyond top-down training toward collaborative\, technology-enabled models. This presentation explores how Peer-to-Peer Learning and Collective Intelligence\, amplified by AI\, can transform professional growth\, empowering educators to learn from one another\, share practice\, and co-create knowledge. Drawing on cross-sectoral experience in VET and lifelong learning\, Maria Philippi will present practical frameworks for building sustainable\, teacher-led learning communities. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			Specific Learning Differences SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n			panagiota goudi		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n					\n			\n		\n				\n				\n				\n				\n								\n					Summary: TBA 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Panagiota Goudi 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			Teacher Development and Research SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Katerina Mantadaki is a Teacher\, Teacher Trainer and Senior ELT Educational Consultant. She holds an MSc in Social Neuroscience\, Social Pedagogy and Education and regularly designs and delivers teacher-training programmes\, workshops and conference presentations. She is committed to promoting accessible\, engaging\, and evidence-informed educational practices that foster student and teacher resilience\, wellbeing and flourishing. 					\n						\n				\n				\n				\n								\n										\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n			katerina mantadaki		\n				\n				\n				\n								\n					“Resilient Teachers\, Flourishing Schools: The Power of Innovation“ 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: In a constantly evolving educational environment\, rapid social\, economic and educational change\, alongside increasing pedagogical and administrative demands\, intensifies teachers’ stress and burnout risk. This talk explores how innovation\, a supportive school climate and strong interpersonal relationships can strengthen resilience\, wellbeing and flourishing\, enhance pedagogical relationships and educational quality\, and improve students’ learning experiences while supporting sustainable school communities. 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			Young Learners SIG		\n				\n				\n				\n								\n										\n						\n				\n				\n						\n							\n					\n			\n							\n						\n				\n			chrysa papalazarou		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					Summary: TBA 					\n						\n				\n						\n					\n		\n				\n			\n							\n						\n				\n								\n																										\n						\n				\n				\n				\n								\n					Chrysa Papalazarou 					\n						\n				\n						\n					\n		\n								\n					\n		\n				\n						\n							\n					\n			\n							\n						\n				\n					\n			\n		\n				\n				\n						\n					\n		\n								\n					\n		\n				\n				\n			SIG Elections		\n				\n				\n				\n								\n					TBA 					\n						\n				\n				\n				\n								\n					11:45-12:00  12:45-13:00  13:45-14:00  15:15-15:30  15:45-16:00  16:40-17:55  					\n						\n				\n				\n				\n			9:15 Registration (ongoing)\n \n9:45-10:00 Opening Remarks\n \n14:00-14:30 Lunch Break\n \n17:00 Final Remarks & Announcements
URL:https://tesolgreece.org/event/48th-tesol-greece-annual-international-convention/
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END:VCALENDAR