哥伦比亚职前教师在向远程教学过渡之前和过程中制定任务型语言教学原则

Pub Date : 2023-07-28 DOI:10.15446/profile.v25n2.103146
Tatiana Becerra-Posada, Diana Cristina Arroyo
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引用次数: 0

摘要

本定性研究探讨了一组职前教师如何理解任务型语言教学的原则和特点,特别是在远程教学中。我们分析了13名职前教师在2019冠状病毒病大流行期间从面对面教学转向远程教学的教案和教学指南。以任务型语言教学原则为框架的教案分析表明,职前教师在现场教学和远程教学中实施原则的方式不同。有趣的是,这些原则的使用有时与参与者在他们的反思中报告的内容形成对比。我们讨论了作为外语的英语教师在适应新教学环境的要求时所面临的挑战,如任务型语言教学。
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Colombian Preservice Teachers Enacting Task-Based Language Teaching Principles Before and During the Transition to Remote Teaching
This qualitative study explores how a group of preservice teachers make sense of task-based language teaching principles and characteristics, especially amidst remote instruction. We draw on the analysis of 13 preservice teachers’ lesson plans and teaching guides as they transitioned from in-person to remote instruction during the COVID-19 pandemic. An analysis of the lesson plans using task-based language teaching principles as a framework revealed that preservice teachers implemented principles differently during in-person and remote teaching. Interestingly, the use of the principles sometimes contrasts with what the participants report in their reflections. We discuss the challenges English as a foreign language teachers face when adapting methods such as task-based language teaching to the demands of new teaching contexts.
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