A Resilience Path for English Teachers during Emergency Online Teaching

  • Leticia Araceli Salas-Serrano Benemérita Universidad Autónoma de Puebla, Mexico

Abstract

Emergency Remote Teaching (ERT) take over education in many places of the world during the 2020 health crisis. However, ERT raised new concerns about teachers´ professional development and the personal resources they have used to solve challenges for the benefit of their students. This article attempts to explore how ELT college teachers developed resilience during Emergency Remote Teaching in 2020. This qualitative survey research analyzed the answers to a questionnaire to enhance the participants´ insights and reflections regarding the changes they have been required to make during the pandemic.  The participants were two groups of ELT teachers; one was formed by fifteen Mexican college teachers and the second was a group of twelve international college teachers. Their paths during ERT were framed in a common pattern of Realization, Reflection, Reinvention, and Resilience which illustrated how teachers coped with a change of perspective towards education, the interaction with students, and the appropriacy of materials but also with their own emotions and their wellbeing. The article concludes with some insights to raise awareness of the Resilience path that teachers around the world have followed as a way to overcome the challenges imposed by COVID-19.


 

References

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1813180

Beltman, S. (2015). Teacher professional resilience: Thriving not just surviving. Cambridge University Press.

Chatterjee, S. N., & Duraiappah, A. K. (2020). Rethinking learning: A review of social and emotional learning frameworks for education systems. UNESCO-MGIEP.

Coombe, C., Anderson, N. J., & Stephenson, L. (2020). Professionalizing your English Language Teaching. Springer.

Creswell, W., & Creswell, J. D. (2018). Research Design Qualitative, Quantitative and Mixed Methods Approaches (5th ed.). SAGE.

Díaz Maggioli, G. (2004). Teacher-centered professional development. ASCD.

Farrell, O., & Brunton, J. (2020). A balancing act: A window into online student engagement experiences.
International Journal of Educational Technology in Higher Education, 17(1), 1–19. https://doi.org/10.1186/s41239-020-00199-x.

Golden, C. (2020). Remote teaching: The glass half-full. EDUCAUSE. https://er.educause.edu/blogs/2020/3/remote-teaching-the-glass-half-full.

Hodges, C. B., Moore, S. L., Lockee, B. B., Aaron Bond, M., & Jewett, A. (2021). An instructional design process for emergency remote teaching. Lecture Notes in Educational Technology, 37–51.

Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2014). Promoting early career teacher resilience: A framework for understanding and acting. Teachers and Teaching: Theory and Practice, 20(5), 530–546. https://doi.org/doi:10.1080/13540602.2014.937957

Keogh, J., Garvis, S., Pendergast, D., & Diamond, P. (2012). Self-determination: Using agency, efficacy and resilience (AER) to counter novice teachers’ experiences of intensification. Australian Journal of Teacher Education, 37(8), 46–65. https://doi.org/doi:10.14221/ajte.2012v37u8.3

Laukkonen, R. E., Biddel, H., & Gallagher, R. (2019). Preparing Humanity for Change and Artificial Intelligence: Learning to Learn as a Safeguard against Volatility, Uncertainty, Complexity and Ambiguity. OECD Publishing.

Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). Don´t sweat the small stuff”: Understanding teacher resilience at the chalkface. https://doi.org/10.1016/j.tate.2011.11.001.

Pyhältö, K., Pietarinen, J., Haverinen, K., Tikkanen, L., & Soini, T. (2021). Teacher burnout profiles and proactive strategies. 36, 219–242. https://doi.org/10.1007/s10212-020-00465-6.

Richardson, S., & Díaz Maggioli, G. (2018). Effective professional development: Principles and best practice. P. Cambridge University Press.

Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785–1799. https://doi.org/10.4236/ce.2016.713182

Steward, J. (2014). Sustaining emotional resilience for school leadership. School Leadership & Management, 34(1), 52–68. https://doi.org/10.1080/13632434.2013.849686

Ungar, M. (2012). The social ecology of resilience: A handbook of theory and practice. Springer.

Zimmerman, J. (2020). Coronavirus and the Great Online-Learning Experiment. Chronicle of Higher Education.
Published
2022-06-29
How to Cite
SALAS-SERRANO, Leticia Araceli. A Resilience Path for English Teachers during Emergency Online Teaching. Pedagogy : Journal of English Language Teaching, [S.l.], v. 10, n. 1, p. 49-59, june 2022. ISSN 2580-1473. Available at: <https://e-journal.metrouniv.ac.id/index.php/pedagogy/article/view/4603>. Date accessed: 15 aug. 2022. doi: https://doi.org/10.32332/joelt.v10i1.4603.

Most read articles by the same author(s)

Obs.: This plugin requires at least one statistics/report plugin to be enabled. If your statistics plugins provide more than one metric then please also select a main metric on the admin's site settings page and/or on the journal manager's settings pages.