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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.authorSanchez Orozco, Valentina
dc.date.accessioned2022-03-04T21:10:15Z
dc.date.available2022-03-04T21:10:15Z
dc.date.issued2022-02-03
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 methodologies.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontentsINTRODUCTION ………….……..………………………………. 1spa
dc.description.tableofcontentsTHEORETICAL FRAMEWORK …..….………………………… 5spa
dc.description.tableofcontentsConceptual framework…………………………………………………….... 5spa
dc.description.tableofcontentsRemote Teaching.………………………………………….... 5spa
dc.description.tableofcontentsEmergency Remote Teaching ……………………………….. 5spa
dc.description.tableofcontentsRemote teaching during COVID-19 school closure ………….6spa
dc.description.tableofcontentsLiterature review .…………………………………………………………....7spa
dc.description.tableofcontentsMETHODOLOGY………..………………………………………. 11spa
dc.description.tableofcontentsIntroduction ………………………………………………….…………….. 11spa
dc.description.tableofcontentsContext and participants ……………………………………………………13spa
dc.description.tableofcontentsData collection method ……………………………………………………..14spa
dc.description.tableofcontentsData analysis ………………………………………………………………..16spa
dc.description.tableofcontentsEthical issues ………………………………………………………………..18spa
dc.description.tableofcontentsFINDINGS…………………………………………………………...19spa
dc.description.tableofcontentsAwareness of the need to respond to unexpectedness in teaching………….19spa
dc.description.tableofcontentsThe face of loneliness in the classroom……………………………………..20spa
dc.description.tableofcontentsThe despair at not being able to play a pedagogical role………………...….22spa
dc.description.tableofcontentsThe goodness of practice within an unusual teaching reality……………….23spa
dc.description.tableofcontentsThe longing for change in education …………………………………….…25spa
dc.description.tableofcontentsConceptual structure ……………………………………………………..…27spa
dc.description.tableofcontentsDISCUSSION …………………………………………………….…29spa
dc.description.tableofcontentsREFLECTION ……………………………………………………... 33spa
dc.description.tableofcontentsCONCLUSION………………………………………………………36spa
dc.description.tableofcontentsAPPENDIX …………………………………………………………..39spa
dc.description.tableofcontentsBIBLIOGRAPHY……………………………………………………61spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4893
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.keywordsPandemiceng
dc.subject.keywordsExperienceeng
dc.subject.keywordsRemote teachingeng
dc.subject.keywordsForeign language teacherseng
dc.subject.keywordsCovid-19spa
dc.subject.keywordsFace to face classeseng
dc.subject.keywordsChallengeseng
dc.subject.proposalPandemiaspa
dc.subject.proposalExperienciaspa
dc.subject.proposalEnseñanza a distanciaspa
dc.subject.proposalCovid-19spa
dc.subject.proposalClases presencialesspa
dc.subject.proposalRetosspa
dc.subject.proposalProfesores de lenguas extranjerasspa
dc.titleA phenomenological Study of the experiences of Foreign Language Educators in Times of Pandemic
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
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dcterms.referencesDenzin, N.K. and Lincoln, Y.S. (1984), Handbook of Qualitative Research, Newbury Park: Sage Publicationsspa
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dcterms.referencesGiorgi, A. (1998) Phenomenological Nursing Research paper presented at the University of Minnesota Conference.spa
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-learningspa
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), 77–89spa
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dcterms.referencesSigrid Stjernswärd, & Stinne Glasdam. (2021). Reflections upon being university teachers and researchers at the time of the COVID-19 pandemic. Dansk Universitetspaedagogisk Tidsskrift, 16(30)spa
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oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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