Foreign Language Instructors’ Professional Development in Times of Crisis: Challenges and Solutions
The unprecedented situation of COVID-19 compelled many universities and colleges worldwide to reconsider both the management and delivery of classes, forcing faculty to use innovative online and mobile means. The transition also caused faculty to reevaluate their professional development (PD). This...
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| Format: | Article |
| Language: | English |
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Universidad de Antioquia
2022-12-01
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| Series: | Ikala: Revista de Lenguaje y Cultura |
| Subjects: | |
| Online Access: | https://revistas.udea.edu.co/index.php/ikala/article/view/346957 |
| _version_ | 1811187695442984960 |
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| author | Angela C Bailey Kathleen A. Corrales Lourdes Rey-Paba Nayibe Rosado-Mendihueta |
| author_facet | Angela C Bailey Kathleen A. Corrales Lourdes Rey-Paba Nayibe Rosado-Mendihueta |
| author_sort | Angela C Bailey |
| collection | DOAJ |
| description |
The unprecedented situation of COVID-19 compelled many universities and colleges worldwide to reconsider both the management and delivery of classes, forcing faculty to use innovative online and mobile means. The transition also caused faculty to reevaluate their professional development (PD). This qualitative exploratory study focused on the pd experienced by a group of foreign language university instructors in Colombia during this crisis. Specifically it identified the challenges encountered and how these were tackled. Data were collected through an open-ended survey and analyzed using content analysis. Results show ten main challenges, which were then categorized into three themes: (a) adaptation to emergency remote teaching, (b) promotion of student engagement, and (c) handling of emotions. Conclusions reveal that professors embraced the crisis with a positive attitude, engaging in different PD opportunities, displaying agency, responsibility, and flexibility. Therefore, the challenges and their reaction to them fostered their PD and learning. These findings suggest that institutions should allow instructors to give input into the types of PD programs that they need for specific situations.
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| first_indexed | 2024-04-11T14:06:50Z |
| format | Article |
| id | doaj.art-4a38cc2418884211ab69754af27ea8b3 |
| institution | Directory Open Access Journal |
| issn | 0123-3432 2145-566X |
| language | English |
| last_indexed | 2024-04-11T14:06:50Z |
| publishDate | 2022-12-01 |
| publisher | Universidad de Antioquia |
| record_format | Article |
| series | Ikala: Revista de Lenguaje y Cultura |
| spelling | doaj.art-4a38cc2418884211ab69754af27ea8b32022-12-22T04:19:51ZengUniversidad de AntioquiaIkala: Revista de Lenguaje y Cultura0123-34322145-566X2022-12-0110.17533/udea.ikala.v28n1a01Foreign Language Instructors’ Professional Development in Times of Crisis: Challenges and SolutionsAngela C Bailey0Kathleen A. Corrales1Lourdes Rey-Paba2Nayibe Rosado-Mendihueta3Universidad del Norte, Barranquilla, Colombia.Universidad del Norte, Barranquilla, ColombiaUniversidad del NorteUniversidad del Norte, Barranquilla, Colombia The unprecedented situation of COVID-19 compelled many universities and colleges worldwide to reconsider both the management and delivery of classes, forcing faculty to use innovative online and mobile means. The transition also caused faculty to reevaluate their professional development (PD). This qualitative exploratory study focused on the pd experienced by a group of foreign language university instructors in Colombia during this crisis. Specifically it identified the challenges encountered and how these were tackled. Data were collected through an open-ended survey and analyzed using content analysis. Results show ten main challenges, which were then categorized into three themes: (a) adaptation to emergency remote teaching, (b) promotion of student engagement, and (c) handling of emotions. Conclusions reveal that professors embraced the crisis with a positive attitude, engaging in different PD opportunities, displaying agency, responsibility, and flexibility. Therefore, the challenges and their reaction to them fostered their PD and learning. These findings suggest that institutions should allow instructors to give input into the types of PD programs that they need for specific situations. https://revistas.udea.edu.co/index.php/ikala/article/view/346957challengesEmergency remote teaching (ERT)professional developmentforeign languagesCOVID-19 |
| spellingShingle | Angela C Bailey Kathleen A. Corrales Lourdes Rey-Paba Nayibe Rosado-Mendihueta Foreign Language Instructors’ Professional Development in Times of Crisis: Challenges and Solutions Ikala: Revista de Lenguaje y Cultura challenges Emergency remote teaching (ERT) professional development foreign languages COVID-19 |
| title | Foreign Language Instructors’ Professional Development in Times of Crisis: Challenges and Solutions |
| title_full | Foreign Language Instructors’ Professional Development in Times of Crisis: Challenges and Solutions |
| title_fullStr | Foreign Language Instructors’ Professional Development in Times of Crisis: Challenges and Solutions |
| title_full_unstemmed | Foreign Language Instructors’ Professional Development in Times of Crisis: Challenges and Solutions |
| title_short | Foreign Language Instructors’ Professional Development in Times of Crisis: Challenges and Solutions |
| title_sort | foreign language instructors professional development in times of crisis challenges and solutions |
| topic | challenges Emergency remote teaching (ERT) professional development foreign languages COVID-19 |
| url | https://revistas.udea.edu.co/index.php/ikala/article/view/346957 |
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