About the Pedagogical Experiences as English Teachers and Political Subjects during COVID-19
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| Nhiều tác giả: | , |
|---|---|
| Định dạng: | artículo original |
| Trạng thái: | Versión publicada |
| Ngày xuất bản: | 2024 |
| Miêu tả: | The COVID-19 pandemic necessitated an abrupt shift from in-person to Emergency Remote Teaching (ERT). This article aims to describe the pedagogical experiences and political actions of two English teachers during the pandemic at a public university. Utilizing qualitative research principles, a descriptive case study was conducted. Pedagogical activities included fostering social presence through cohesive (greetings, forms of address), affective (emotions, feelings), and interactive (acknowledgment, approval) responses. As political actors, the teachers served as support, guides, and counselors for students with special needs. They also negotiated assessment terms with students and referred them to university welfare services. Ultimately, the teachers' role in pedagogical encounters extends beyond subject-specific instruction to promoting critical education, empowering students with the tools to exert control over their lives. |
| Quốc gia: | Portal de Revistas UCR |
| Tổ chức giáo dục: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Ngôn ngữ: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/58175 |
| Truy cập trực tuyến: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/58175 |
| Từ khóa: | COVID-19 Foreign Languages Pedagogical Experience Political Attitude Experiencia pedagógica Lenguas extranjeras Actitud política |