EFL teachers’ engagement in online school contexts
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Archivos
Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
The use of teaching platforms and social media in teaching and learning processes has undoubtedly increased in the last few years worldwide. Teachers in different countries implemented technology-based approaches in their praxis in all school levels to cope with remote teaching due to the world health emergency. Within this challenging context, teachers were responsible to generate effective teaching practices using a wide range of apps and platforms in online school environments. The challenge teachers had was not only changing their established teaching approaches by adopting ICT tools but creating an engaging atmosphere in the classroom context to reach learners’ outcomes. Both, teachers’ and students’ engagement effects on learning have attracted research when using social media in the classroom context. The main objective of this research is to explore EFL teacher’s perceptions regarding engagement when using teaching apps and platforms in schools in Chile. The study is framed in a mixed research paradigm reporting 10 teachers’ perceptions regarding engagement in their teaching experiences during the Emergency Remote Teaching (ERT) period. These perceptions, opinions and experiences were collected through a survey and a focus group. Results showed that various external and intrinsic factors are involved in engagement in online school environments. These factors are directly related to emotional and strategic or behavioural dimensions.
Notas
Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Inglés, Metodología, Entornos Virtuales de Aprendizaje, Educación a Distancia, Investigaciones, Profesores de Inglés, Actitudes