About the Pedagogical Experiences as English Teachers and Political Subjects during COVID-19
محفوظ في:
| المؤلفون: | , |
|---|---|
| التنسيق: | artículo original |
| الحالة: | Versión publicada |
| تاريخ النشر: | 2024 |
| الوصف: | 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. |
| البلد: | Portal de Revistas UCR |
| المؤسسة: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| اللغة: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/58175 |
| الوصول للمادة أونلاين: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/58175 |
| كلمة مفتاحية: | COVID-19 Foreign Languages Pedagogical Experience Political Attitude Experiencia pedagógica Lenguas extranjeras Actitud política |