Colombian Preservice Teachers Enacting Task-Based Language Teaching Principles before and during the Transition to Remote Teaching
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| Title: | Colombian Preservice Teachers Enacting Task-Based Language Teaching Principles before and during the Transition to Remote Teaching |
|---|---|
| Language: | English |
| Authors: | Becerra-Posada, Tatiana (ORCID |
| Source: | PROFILE: Issues in Teachers' Professional Development. 2023 25(2):29-47. |
| Availability: | Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Teacher Education Programs, Language Teachers, Second Language Learning, Second Language Instruction, Foreign Countries, COVID-19, Pandemics, Lesson Plans, Distance Education, English (Second Language), Task Analysis, Teaching Methods, Teaching Guides, Student Attitudes |
| Geographic Terms: | Colombia |
| ISSN: | 1657-0790 2256-5760 |
| Abstract: | This qualitative study explores how a group of preservice teachers make sense of task-based language teaching principles and characteristics, especially amidst remote instruction. We draw on the analysis of 13 preservice teachers' lesson plans and teaching guides as they transitioned from in-person to remote instruction during the COVID-19 pandemic. An analysis of the lesson plans using task-based language teaching principles as a framework revealed that preservice teachers implemented principles differently during in-person and remote teaching. Interestingly, the use of the principles sometimes contrasts with what the participants report in their reflections. We discuss the challenges English as a foreign language teachers face when adapting methods such as task-based language teaching to the demands of new teaching contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1396142 |
| Database: | ERIC |
| Abstract: | This qualitative study explores how a group of preservice teachers make sense of task-based language teaching principles and characteristics, especially amidst remote instruction. We draw on the analysis of 13 preservice teachers' lesson plans and teaching guides as they transitioned from in-person to remote instruction during the COVID-19 pandemic. An analysis of the lesson plans using task-based language teaching principles as a framework revealed that preservice teachers implemented principles differently during in-person and remote teaching. Interestingly, the use of the principles sometimes contrasts with what the participants report in their reflections. We discuss the challenges English as a foreign language teachers face when adapting methods such as task-based language teaching to the demands of new teaching contexts. |
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| ISSN: | 1657-0790 2256-5760 |
