Adaptability to online learning : EFL teachers in secondary education in Chile
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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
Esta tesis tiene como objetivo explorar cómo un pequeño grupo de profesores chilenos de
EFL de secundaria se ha adaptado a las lecciones en línea en su proceso de enseñanza y
aprendizaje durante la pandemia de COVID-19. Este estudio ha tenido en cuenta sus
percepciones respecto a los cambios emocionales, conductuales y cognitivos en este cambio
repentino de las clases presenciales a las online. El estudio se realizó como un estudio de caso
con cuatro profesores de escuelas estatales y privadas de Viña del Mar, Chile. El período de
estudio comenzó en octubre de 2021 y terminó en diciembre de 2021, con una recolección de
datos que duró cinco semanas durante diciembre y enero.
Los principales hallazgos revelan que los profesores tienen un instinto innato para
adaptarse a diferentes situaciones manteniendo en su mente el proceso de aprendizaje de sus
estudiantes como el foco principal. Los profesores sienten que tienen que proteger a sus alumnos,
cueste lo que cueste. Las percepciones a través de las entrevistas y los cuestionarios pasaron de
la incertidumbre, el estrés, el miedo y la sobrecarga a la estabilidad y la adaptación.
Otro hallazgo revela que los profesores han cambiado su forma de tratar con sus alumnos
en una clase en línea y, de alguna manera, este cambio ha influido en sus emociones,
comportamientos y cogniciones. Por otro lado, en lugar de estar deseando volver a las clases
presenciales, admiten que ha sido una experiencia desafiante pero enriquecedora.
This thesis aims to explore how a small group of Chilean EFL secondary teachers have adapted to online lessons in their teaching and learning process during the COVID-19 pandemic. This study has taken into account their perceptions concerning emotional, behavioral and cognitive changes in this sudden shift from face-to-face to online lessons. The study was conducted as a case study with four teachers from state and private schools in Viña del Mar, Chile. The study period began in October 2021 and ended in December 2021, with data collection lasting five weeks during December and January. The main findings reveal that teachers have an innate instinct to adapt to different situations keeping in their minds their students learning process as the main focus. Teachers feel they have to protect their students, no matter the cost. The perceptions through the interviews and questionnaires moved from uncertainty, stress, fear and overwhelmed to stability and adaptation. Another finding reveals that teachers have changed their way of dealing with their students in an online class and somehow this change has influenced their emotions, behaviors and cognitions. On the other hand, instead of looking forward to returning to face-to-face classes, they admit that it has been a challenging but enriching experience. The value of this study for educational stakeholders is to reflect in other teachers’ situations concerning feelings, behavior changes and the way they transmitted their knowledge to their students in pandemic. The way teachers could cope with this new modality. Further researchs will be necessary in a near future to evaluate the negative and positive psychological results.
This thesis aims to explore how a small group of Chilean EFL secondary teachers have adapted to online lessons in their teaching and learning process during the COVID-19 pandemic. This study has taken into account their perceptions concerning emotional, behavioral and cognitive changes in this sudden shift from face-to-face to online lessons. The study was conducted as a case study with four teachers from state and private schools in Viña del Mar, Chile. The study period began in October 2021 and ended in December 2021, with data collection lasting five weeks during December and January. The main findings reveal that teachers have an innate instinct to adapt to different situations keeping in their minds their students learning process as the main focus. Teachers feel they have to protect their students, no matter the cost. The perceptions through the interviews and questionnaires moved from uncertainty, stress, fear and overwhelmed to stability and adaptation. Another finding reveals that teachers have changed their way of dealing with their students in an online class and somehow this change has influenced their emotions, behaviors and cognitions. On the other hand, instead of looking forward to returning to face-to-face classes, they admit that it has been a challenging but enriching experience. The value of this study for educational stakeholders is to reflect in other teachers’ situations concerning feelings, behavior changes and the way they transmitted their knowledge to their students in pandemic. The way teachers could cope with this new modality. Further researchs will be necessary in a near future to evaluate the negative and positive psychological results.
Notas
Tesina (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Profesores de Inglés, Inglés, Educación en Línea, Enseñanza Media, Investigaciones, Chile