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A phenomenological study of the experiences of foreign language educators in times of pandemic.

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dc.contributor.advisorAguas Castillo, Pedro Pablospa
dc.contributor.authorCuadrado Hernandez, Valentina
dc.contributor.authorSánchez Orozco, Valentina
dc.date.accessioned2022-03-10T16:11:53Z
dc.date.available2022-03-10T16:11:53Z
dc.date.issued2022-03
dc.description.abstractThe unforeseen arrival of the covid-19 virus brought for the educational sector abruptive changes that resulted in switching from face-to-face classes into remote teaching. The purpose of this phenomenological research was to explore the perceptions of three foreign language teachers in a specific public university in Colombia during Covid-19 pandemic times. This study involves the five steps of Giorgi's method for phenomenological analysis. The data were collected through semi-structured in-depth interviews and a reflective diary. Five themes emerged from the data: 1) Awareness of the need to respond to unexpectedness in teaching, 2)The face of loneliness in the classroom, 3) The despair at not being able to play a pedagogical role, 4) The goodness of practice within an unusual teaching reality, and 5) The longing for change in education. The study highlights that teachers went through a lot of professional and personal challenges, that they described as rewarding and demanding, which led them to implement new methodologiesspa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontents1. INTRODUCTION ………….……..………………………………. 1spa
dc.description.tableofcontents2. THEORETICAL FRAMEWORK …..….………………………… 5spa
dc.description.tableofcontents2.1 Conceptual framework…………………………………………………….... 5spa
dc.description.tableofcontents2.1.1 Remote Teaching.………………………………………….... 5spa
dc.description.tableofcontents2.1.2 Emergency Remote Teaching ……………………………….. 5spa
dc.description.tableofcontents2.1.3 Remote teaching during COVID-19 school closure ………….6spa
dc.description.tableofcontents2.2 Literature review .…………………………………………………………....7spa
dc.description.tableofcontents3. METHODOLOGY………..………………………………………. 11spa
dc.description.tableofcontents3.1 Introduction ………………………………………………….…………….. 11spa
dc.description.tableofcontents3.2 Context and participants ……………………………………………………13spa
dc.description.tableofcontents3.3 Data collection method ……………………………………………………..14spa
dc.description.tableofcontents3.4 Data analysis ………………………………………………………………..16spa
dc.description.tableofcontents3.5 Ethical issues ………………………………………………………………..18spa
dc.description.tableofcontents4. FINDINGS…………………………………………………………...19spa
dc.description.tableofcontents4.1. Awareness of the need to respond to unexpectedness in teaching………….19spa
dc.description.tableofcontents4.2. The face of loneliness in the classroom……………………………………..20spa
dc.description.tableofcontents4.3. The despair at not being able to play a pedagogical role………………...….22spa
dc.description.tableofcontents4.4. The goodness of practice within an unusual teaching reality……………….23spa
dc.description.tableofcontents4.5. The longing for change in education …………………………………….…25spa
dc.description.tableofcontents4.2. Conceptual structure ……………………………………………………..…27spa
dc.description.tableofcontents5. DISCUSSION …………………………………………………….…29spa
dc.description.tableofcontents6. REFLECTION ……………………………………………………... 33spa
dc.description.tableofcontents7. CONCLUSION………………………………………………………36spa
dc.description.tableofcontents8. APPENDIX …………………………………………………………..39spa
dc.description.tableofcontents9. BIBLIOGRAPHY……………………………………………………61spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4937
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsPandemicspa
dc.subject.keywordsExperiencespa
dc.subject.keywordsRemote Teachingspa
dc.subject.keywordsForeign language teachersspa
dc.subject.keywordsCovid-19spa
dc.subject.keywordsFace to face classesspa
dc.subject.keywordsChallengesspa
dc.subject.proposalPandemiaspa
dc.subject.proposalExperienciaspa
dc.subject.proposalEnseñanza a distanciaspa
dc.subject.proposalProfesores de lenguas extranjerasspa
dc.subject.proposalCovid-19spa
dc.subject.proposalClases presencialesspa
dc.subject.proposalRetosspa
dc.titleA phenomenological study of the experiences of foreign language educators in times of pandemic.spa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAl- Lily, Ismail, Abunasser, Alqahtani. (2020, November 1). Distance education as a response to pandemics: Coronavirus and Arab culture. ScienceDirect. https://www.sciencedirect.com/science/article/abs/pii/S0160791X20303006spa
dcterms.referencesAxinn, Pearce. (2006). Axinn, Pearce: Mixed Method Data Collection Strategies | 2006 | Michigan Population Studies Center (PSC). Population Study Center: Institute for Social Research. https://www.psc.isr.umich.edu/pubs/abs/4149spa
dcterms.referencesCampbell, J. J. (2011). Introduction to Methods of Qualitative Research II. ACADEMIA. https://www.academia.edu/5267805/Introduction_to_Methods_of_Qualitative_Research_IIspa
dcterms.referencesCreely, E. & et al. (2021) University teachers’ well-being during a pandemic: the experiences of five academics, Research Papers in Education. https://www.tandfonline.com/doi/ref/10.1080/02671522.2021.1941214?scroll=topspa
dcterms.referencesDenzin, N.K. and Lincoln, Y.S. (1984), Handbook of Qualitative Research, Newbury Park: Sage Publicationsspa
dcterms.referencesDhawan. (2020, June). Online Learning: A Panacea in the Time of COVID-19 Crisis. Research Gate. https://www.researchgate.net/publication/342344822_Online_Learning_A_Panacea_in_the_ Time_of_COVID-19_Crisisspa
dcterms.referencesErlam, G. D., Garrett, N., Gasteiger, N., Lau, K., Hoare, K., Agarwal, S., & Haxell, A. (2021). What Really Matters: Experiences of Emergency Remote Teaching in University Teaching and Learning During the COVID-19 Pandemic. Frontiers. https://www.frontiersin.org/articles/10.3389/feduc.2021.639842/fullspa
dcterms.referencesGiorgi, A. (1998) Phenomenological Nursing Research paper presented at the University of Minnesota Conferencespa
dcterms.referencesGiorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University Press. https://doi.org/10.1163/ 156916210X526079spa
dcterms.referencesGiorgi, A. (2012). The descriptive phenomenological psychological method. Journal of Phenomenological Psychology, 43(1), 3-12. https://doi.org/10.1163/156916212X632934spa
dcterms.referencesHodges, Moore, Lockee, Trust, Bond, (2020, March 27). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching and-online-learninspa
dcterms.referencesIurea, C. (2016). Teachers’ Frustrations and the Teaching Environment. Jus et Civitas, III(LXVII)(1), 113–11spa
dcterms.referencesJoshi, A., Vinay, M. and Bhaskar, P. (2021), "Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments", Interactive Technology and Smart Education, Vol. 18 No. 2, pp. 205-226. https://doi.org/10.1108/ITSE-06-2020-0087spa
dcterms.referencesKonig, Jager-Biela, Glutsch. (2020, August 18). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. Taylor & Francis. https://www.tandfonline.com/doi/full/10.1080/02619768.2020.1809650spa
dcterms.referencesKutcy, C. E. B., & Schulz, R. (2006). Why Are Beginning Teachers Frustrated with the Teaching Profession? McGill Journal of Education, 41(1), 77–89.spa
dcterms.referencesLai, A. Y., Sit, S., Sau- Lam, S., Choi, A., Yiu, D., Lai, T., & Lam, T.-. (2021). A Phenomenological Study on the Positive and Negative Experiences of Chinese International University Students From Hong Kong Studying in the U.K. and U.S. in the Early Stage of the COVID-19 Pandemic. Frontiers. https://www.frontiersin.org/articles/10.3389/fpsyt.2021.738474/fullspa
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dcterms.referencesMoorhouse. (2020, April 15). Adaptations to a face-to-face initial teacher education course âforcedâ online due to the COVID-19 pandemic. Taylor & Francis. https://www.tandfonline.com/doi/full/10.1080/02607476.2020.1755205spa
dcterms.referencesMoustakas, (1994). Phenomenological Research Methods. Sage. https://dx.doi.org/10.4135/9781412995658spa
dcterms.referencesObilişteanu, G., & Niculescu, B-O. (2015). Teacher control in the second language classes.https://www.researchgate.net/publication/284813538_Teacher_Control_In_The_Sec ond_Language_Classespa
dcterms.referencesPoggi et al., (2012). Pedagogical Stance and its multimodal expression. http://www.lrec-conf.org/proceedings/lrec2012/pdf/1010_Paper.pdfspa
dcterms.referencesReimers, Schleicher, Saavedra, Tuominen, OECD, World Bank, & HundrED. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemicspa
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