EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic
Abstract
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.
Keywords
ethical commitment, learning objectives, practice activities, remote learning, teacher training, prioritized curriculum
Author Biography
Miriam Eucevia Troya Sánchez
Master of Teaching English as a Foreign Language. She currently works as an English teacher at Universidad Nacional de Loja. Her present research centers on the in-service English teachers’ professional development from the public sector of Ecuador
Carmen Delia Benítez Correa
Ph.D. in English Philology in UNED Madrid, Spain. Degree in Educational Sciences: Educational Planning and Research from Universidad Tecnica Particular de Loja (UTPL). She has also a degree in Teaching English as a Foreign Language. She is a Professor at UTPL, her research line is training for professional and teacher development. She coordinates the EFLTech research group at UTPL.
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