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...

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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
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spelling 2023-11-052024-07-08T14:32:44Z2024-07-08T14:32:44Zhttps://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/1647810.19053/2011835X.16478https://repositorio.uptc.edu.co/handle/001/16195This 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.Esta investigación narrativa exploró las experiencias vividas por una maestra de ILE durante la pandemia y cómo éstas la ayudaron a reconstruir sus planes de clase como una manifestación de profesionalismo. Sus alumnos eran adultos con escolaridad inconclusa del currículo priorizado. Los datos se recopilaron a través de entrevistas, planes de clase, un diario reflexivo y capturas de pantalla de WhatsApp. Los resultados mostraron que sus clases se limitaban a mensajes breves de texto, voz y video. No existía retroalimentación individual o inmediata. La interacción dialógica durante la indagación narrativa fue una herramienta de mediación que activó las reflexiones de la profesora sobre sus lecciones pasadas, lo que la orientó realizar ajustes en sus prácticas pedagógicas presentes y futuras.application/pdfengspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/16478/13617Copyright (c) 2023 Enletawa Journalhttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Enletawa Journal; Vol. 16 No. 2 (2023): Enletawa Journal; 1-32Enletawa Journal; Vol. 16 Núm. 2 (2023): Enletawa Journal; 1-322463-19652011-835Xethical commitmentlearning objectivespractice activitiesremote learningteacher trainingprioritized curriculumactividades de prácticacapacitación docentecompromiso éticocurrículo priorizadoobjetivos de aprendizajeEFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the PandemicDesarrollo profesional docente ILE. Indagación narrativa sobre planificación de clases durante la pandemiainfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1Troya Sánchez, Miriam EuceviaBenítez Correa, Carmen Delia001/16195oai:repositorio.uptc.edu.co:001/161952025-07-18 11:15:32.377metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co
dc.title.en-US.fl_str_mv EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic
dc.title.es-ES.fl_str_mv Desarrollo profesional docente ILE. Indagación narrativa sobre planificación de clases durante la pandemia
title EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic
spellingShingle EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic
ethical commitment
learning objectives
practice activities
remote learning
teacher training
prioritized curriculum
actividades de práctica
capacitación docente
compromiso ético
currículo priorizado
objetivos de aprendizaje
title_short EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic
title_full EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic
title_fullStr EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic
title_full_unstemmed EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic
title_sort EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic
dc.subject.en-US.fl_str_mv ethical commitment
learning objectives
practice activities
remote learning
teacher training
prioritized curriculum
topic ethical commitment
learning objectives
practice activities
remote learning
teacher training
prioritized curriculum
actividades de práctica
capacitación docente
compromiso ético
currículo priorizado
objetivos de aprendizaje
dc.subject.es-ES.fl_str_mv actividades de práctica
capacitación docente
compromiso ético
currículo priorizado
objetivos de aprendizaje
description 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.
publishDate 2023
dc.date.accessioned.none.fl_str_mv 2024-07-08T14:32:44Z
dc.date.available.none.fl_str_mv 2024-07-08T14:32:44Z
dc.date.none.fl_str_mv 2023-11-05
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/16478
10.19053/2011835X.16478
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/16195
url https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/16478
https://repositorio.uptc.edu.co/handle/001/16195
identifier_str_mv 10.19053/2011835X.16478
dc.language.none.fl_str_mv eng
dc.language.iso.none.fl_str_mv spa
language eng
spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/16478/13617
dc.rights.en-US.fl_str_mv Copyright (c) 2023 Enletawa Journal
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Copyright (c) 2023 Enletawa Journal
https://creativecommons.org/licenses/by-nc-nd/4.0/
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.en-US.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv Enletawa Journal; Vol. 16 No. 2 (2023): Enletawa Journal; 1-32
dc.source.es-ES.fl_str_mv Enletawa Journal; Vol. 16 Núm. 2 (2023): Enletawa Journal; 1-32
dc.source.none.fl_str_mv 2463-1965
2011-835X
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
_version_ 1839633883595800576

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