Leveraging affordances in an ecological stance: Reflective language teaching for professional development during COVID-19.
Heliyon
; 9(5): e15981, 2023 May.
Article
in English
| MEDLINE | ID: covidwho-2313597
ABSTRACT
The COVID-19 pandemic has made a prominent impact of social contexts on teachers' professional development in remote classroom teaching. To explore how the change has altered human-environment relationships in university language classes, this qualitative case study investigated three teachers' progressive reflection on their use of affordances for teaching Chinese as a second language (L2) during COVID-19. Under the framework of human ecological language pedagogy, three themes of emergency remote teaching emerged from monthly semi-structured interviews about the three teachers' reflective practice in remote classrooms computer-dominant teaching conditions, flexible classroom interaction, and rational social empathy in L2 education. The findings suggest the importance of a growth mindset for L2 teachers to leverage their teaching abilities and environmental resources for continuing professional development during COVID-19 and post-pandemic periods.
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Type of study:
Qualitative research
Language:
English
Journal:
Heliyon
Year:
2023
Document Type:
Article
Affiliation country:
J.heliyon.2023.e15981
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