Foreign language teachers’ experiences about the transition from face-to-face instruction to emergency remote teaching from a narrative perspective
Main Article Content
Keywords
Emergency remote teaching, Face-to-face instruction, Teachers, Experiences, Narrative
Abstract
This paper reports a narrative research study on language teaching in higher education. The study aimed to describe the experiences lived by nine language teachers during the transition process from face-to-face to emergency remote teaching and conducted within a qualitative research approach using narrative methodology as a technique of inquiry. The data were collected through stories and a focus group. Based on the data analysis, three main categories were identified: affective component, pedagogical component and technological component. The results showed that at the beginning, the transition was stressful and upsetting, however as time went by, teachers started to feel more confident and calmer about the way they addressed their classes because they adapted to the new teaching reality
References
Creswell, J. W. (2007). Qualitative inquiry and research design: choosing among five approaches (2.a ed.). Thousand Oaks, US: Sage.
De Silva, E., & de Silva, E. (2016). START Model in Science Teaching. Handbook of Research on Applied Learning Theory and Design in Modern Education, 187– 200. https://doi.org/10.4018/978-1- 4666-9634-1.ch009
Ding, Q., & Zhu, H. (2021). Flipping the Classroom in STEM Education. Handbook of Research on Innovations in Non-Traditional Educational Practices, 155–173. https://doi.org/10.4018/978-1- 7998-4360-3.ch008
Directiva # 4 de 2020 del Ministerio de Educación Nacional sobre el uso de tecnologías en el desarrollo de programas académicos presenciales. 22 de marzo de 2020. https://normograma.info/men/docs/ directiva_mineducacion_0004_2020.htm
Fernandez-Gubieda, S. (2020). Docencia Rubic. Aprendizajes de la Enseñanza Universitaria en Tiempos de la Covid-19- (1.a ed.). EUNSA.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies. Published. https://doi.org/10.3390/ soc10040086
Gaskell, G. (2000). Towards public accountability: Beyond sampling, reliability and validity. En M. W. Bauer (Ed.), Qualitative researching with text, image and sound (pp. 336–350). New York, NY: SAGE.
Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311–326. https://doi. org/10.1080/09588220500335455
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, 27 marzo). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE. https://er.educause.edu/ articles/2020/3/the-difference-betweenemergency-remote-teaching-andonline-learning
Howell, C. (2015). Teaching online, a guide to theory, research, and practice. Johns Hopkins University Press.
Karaeng, L. G., & Simanjuntak, D. C. (2021). Exploration of EFL Teachers’ Experience Toward the Implementation of E-Learning Amidst The Covid-19 Pandemic: A Qualitative Interview Study. Project, 4(2).
MacIntyre, P, Gregersen, T & Mercer, S (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, Volume 94, 102352, ISSN 0346-251X. https://doi.org/10.1016/j. system.2020.102352.
Martínez-Garcés, J., y Garcés-Fuenmayor, J. (2020). Competencias digitales docentes y el reto de la educación virtual derivado de la covid-19. Educación y Humanismo, 22(39), 1-16. https://doi. org/10.17081/eduhum.22.39.4114
Maxwell, J. (2013). Diseño de investigación cualitativa. Editorial Gedisa, S.A. Barcelona, España.
Meishar-Tal, H. & Levenberg, A. (2021). In times of trouble: Higher education lecturers’ emotional reaction to online instruction during COVID-19 outbreak. Educ Inf Technol https://doi.org/10.1007/s10639- 021-10569-1
Mendieta, J. (2013). Narrative Research: An Alternative Approach to Study Language Teaching and Learning. Folios, Segunda Época. No. 37. Primer semestre de 2013. Universidad de la Sabana. Bogotá, Colombia. https://www.redalyc.org/ pdf/3459/345932040009.pdf
Meskill, C. & Anthony, N. (2015). Teaching Languages Online, Second Edition. Multilingual Matters.
Morgan, D. L. (1997). Focus groups as qualitative research. (2nd edition.). London: Sage Publications.
Moen, T. (2006). Reflections on the narrative research approach. International Journal of Qualitative Methodology 5(4), Article 5. https://doi. org/10.1177/160940690600500405
Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28(2), 163-188. https://doi. org/10.1093/applin/amm008
Porta, L. & Flores, G. (2017). Investigación Narrativa en Educación: la expansión del valor biográfico. Dossier. Revista del IICE/41 (Enero-Junio 2017) http://revistascientificas.filo.uba.ar/ index.php/iice/article/view/5156
Potts, D. (2004). Storytelling As A Qualitative Tool. QRCA Views. Published.
Riessman, C. K. (1993). Narrative Analysis / Newbury Park, CA: Sage Publications.
Rosenthal, W. J. (2000). Handbook of undergraduate second language education. Lawrence Erlbaum Associates, INC. Publishers. New York, USA.
Sales, G. (2009). Online Teaching. Encyclopedia of Distance Learning, Second Edition Chapter 244 (pages 1665-1672) Retrieved March 20, 2021. DOI: 10.4018/978-1-60566-198-8.ch244 de https://www.igi-global.com/chapter/ preparing-teachers-teach-online/11971
Stavredes, T. (2011). Effective Online Teaching: Foundations and strategies for student success. Jossey-Bass. San Francisco, CA. USA.
Taylor, S.J y Bogdan, R. (1984). Introducción a los métodos cualitativos de investigación. Ediciones Paidos Iberica S.A. Barcelona, España.
Torras Virgili, M. E. (2021). Emergency Remote Teaching: las TIC aplicadas a la educación durante el confinamiento por Covid-19. Innoeduca. International Journal of Technology and Educational Innovation. Vol. 7. No. 1. Junio 2021 - pp. 122 - 136 - ISSN-e: 2444- 2925 DOI: https://doi.org/10.24310/ innoeduca.2021.v7i1.9079
Trust, T. & Whalen, J. (2020). Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 189-199. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved June 24, 2021 from https://www.learntechlib.org/ primary/p/215995/
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Yazmin Delgadillo Collazos, University of Cauca Popayan, Colombia
University of Cauca Popayan, Colombia. Master's Degree/Magister TECHNOLOGICAL INSTITUTE OF MONTERREY Educational Master's degree and innovative means for education January 2013 - July 2015. Specialization NATIONAL OPEN AND DISTANCE UNIVERSITY. Specialization in Pedagogy for the Development of Autonomous Learning February 2004 - March 2005 Undergraduate/University UNIVERSIDAD DEL CAUCA BA in Modern Languages English French August 1996 - November 2001 Place of work: UNIVERSIDAD DEL CAUCA Full-time professor
Nelsy Alexandra Delgado Burbano, University of Cauca Popayan, Colombia
University of Cauca. Popayan, Colombia. Master/Magister UNIVERSIDAD DE SANTANDER Master in Educational Technology Management - June 17, 2020 Specialization UNIVERSIDAD DEL VALLE, Specialization in Translation – July 8, 2011 . Undergraduate/University UNIVERSIDAD DEL CAUCA Degree in Modern Languages English – French – November 21, 2001 Place of work: UNIVERSIDAD DEL CAUCA, Full-time Professor from January 10, 2006 to date.