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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Bibliographic Details
Main Authors:	Troya Sánchez, Miriam Eucevia, Benítez Correa, Carmen Delia
Format:	Online
Language:	eng
Published:	Universidad Pedagógica y Tecnológica de Colombia 2023
Subjects:	ethical commitment learning objectives practice activities remote learning teacher training prioritized curriculum actividades de práctica capacitación docente compromiso ético currículo priorizado objetivos de aprendizaje
Online Access:	https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/16478
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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.