EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic
This narrative inquiry explored how an EFL teacher’s lived experiences during the pandemic helped her to reconstruct her lesson plans as a manifestation of professionalism. Her students were adults with unfinished schooling from the prioritized curriculum. Data was collected through interviews, less...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2023
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- eng
spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/16195
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/16478
https://repositorio.uptc.edu.co/handle/001/16195
- Palabra clave:
- ethical commitment
learning objectives
practice activities
remote learning
teacher training
prioritized curriculum
actividades de práctica
capacitación docente
compromiso ético
currículo priorizado
objetivos de aprendizaje
- Rights
- License
- Copyright (c) 2023 Enletawa Journal
| Summary: | This narrative inquiry explored how an EFL teacher’s lived experiences during the pandemic helped her to reconstruct her lesson plans as a manifestation of professionalism. Her students were adults with unfinished schooling from the prioritized curriculum. Data was collected through interviews, lesson plans, a reflective journal, and WhatsApp screenshots. Results showed that her classes were limited to brief text, voice, and video messages. There was no individual or immediate feedback. The dialogic interaction during the narrative inquiry was a mediational tool that activated the teacher’s reflections on her past lessons, which guided her to adjust her present and future pedagogical practices. |
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