ABSTRACT
Situated in a Japanese university ELT context, this qualitative exploratory interview-based study offers insights into how ten teachers responded to the challenges of transitioning to emergency remote teaching (ERT). The research was conducted to understand the implications of pandemic-instigated educational changes on teaching practices and perspectives towards effective teaching. An activity theory perspective accounts for the complex interlinking internal and external factors influencing teachers' experiences during and since the ERT. Data were obtained through semi-structured interviews with the ten teachers following the initial period of ERT and through reflective writing by the same teachers 12 months later. Key findings from a content analysis were that perspectives towards effective teaching were generally reinforced and that following reflection on pedagogical practices and professional learning directions many teachers were able to respond effectively to ongoing educational changes. We argue that the implications of the study may reveal important areas of comparison with other systems of activity in heightened states of transition and reveal pathways to the development of new practices.