A phenomenological Study of the experiences of Foreign Language Educators in Times of Pandemic

Abstract

The 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.