Transformative Experiences of EFL Lecturers' Professional Identity in Online Education
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Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Eurasian Society of Educational Research
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
English teachers had to retrain and build a new normal in order to prepare for an online classroom while keeping their teaching pedagogy and professional identity as a result of the sudden changes brought by the Coronavirus disease (COVID-19) pandemic in education. In this study, the effect of English teachers' professional identity transformations, attitudes toward online teaching was explored. The study's sample comprises 130 English as a foreign language (EFL) lecturers from a state and a foundation university in Turkey. The research data was gathered from a questionnaire, the Teacher Professional Identity scale, and a semi-structured interview with 12 volunteers. Qualitative data collected via semi-structured interviews were apportioned into pattern coding and analyzed through content analysis. EFL lecturers did not appear to be properly prepared for their online pedagogical and technological difficulties, which had a deeply corrosive effect on teachers' professional identities as they shift away from face-to-face education. The results showed that participants who were educated on EduTech during their undergraduate education or as professional development affected their perceptions of professional identity throughout the transition to online language teaching. Future studies can broaden the field of study by making use of exploratory action research, awareness of the teaching community, and continued professional development. © 2022 The Author(s).
Açıklama
Anahtar Kelimeler
COVID-19 pandemic, Information and communication technology, Online teaching, Teacher professional identity
Kaynak
European Journal of Educational Research
WoS Q Değeri
Scopus Q Değeri
Q2
Cilt
11
Sayı
2
