Emergency Remote Teaching in the Kazakhstan Context: Deprofessionalization of Teacher Identity

Kozhabayeva, Kamila; Boivin, Nettie

doi:10.1007/978-3-030-84067-9_6

Cited by 3 publications

(4 citation statements)

References 14 publications

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“…Their teacher identity had also been reconstructed in this changing process. In line with Kozhabayeva and Boivin (2021) suggesting teachers’ uncertainty about online teaching and a de-professionalization of teacher identity, findings in this study suggested experienced university English teachers’ perceptions of expertise were weakened amid ERT, but ERT made them a pressing TPACK learner. They finally managed to pick up technological skills to sustain English teaching.…”

Section: Discussionsupporting

confidence: 77%

“…As experienced and elderly university teachers, they were previously widely respected among students and colleagues for their expertise and authority in teaching English. ERT changed their self-cognition and de-professionalized teacher identity ( Kozhabayeva and Boivin, 2021 ), and thus, they took measures to cope with difficulties. Results suggested although previously they had diverse attitudes toward technology-assisted teaching, their attitudes generally changed from reluctance to fondness.…”

Section: Discussionmentioning

confidence: 99%

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English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies

Huang

ZHAO²,

Qi³

et al. 2023

Front. Psychol.

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While the technology integration has been widely acknowledged, insufficient effort has been made to understand English teachers’ perceptions of emergency remote teaching (ERT). Given English is the primary foreign language in China and English teachers’ perceptions and adoptions of ERT impact the attainment of teaching and learning goals, this study inquired into experienced university English teachers’ emotional attitudes, perceptions of the reconstructed professional identity, and their strategies to cope with difficulties when conducting ERT in the Chinese English teaching context. Semi-structured interviews were conducted both online and face-to-face with five experienced universities English teachers in China. The findings indicated a trajectory of teachers’ attitudes toward ERT, namely, their attitudes were switched from doubt and rejection to fondness and attachment. Experienced English teachers adopted various strategies to cope with the difficulties and challenges they have encountered, including seeking support from their peers, students, and family, as well as self-regulated learning to sustain continuing professional development. During ERT, they have reconstructed their teacher identities. The study enriched peoples’ understandings of English teachers’ perceptions of the ERT by contextualizing the study in the Chinese educational context. Results can provide empirical evidence for policymakers and teacher trainers to make informed decisions regarding technical support and teachers’ continuing professional development.

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Section: Discussionsupporting

confidence: 77%

Section: Discussionmentioning

confidence: 99%

English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies

Huang

ZHAO²,

Qi³

et al. 2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…While some instructors noted that online teaching was less time consuming (Appel & Robbins, 2021;Kwee, 2022), and minimized materials having to be produced for in-class instruction (Santos et al, 2021), most teachers noted that online remote teaching was more time-intensive and increased their workload (Burgin et al, 2022;Kozhabayeva & Boivin, 2021;Lin & Zheng, 2015;MacIntyre et al, 2020;Zamborová et al, 2021). There were different opinions on whether shifting to remote online instruction presented an increase in workload for language instructors.…”

Section: Literature Reviewmentioning

confidence: 99%

“…To date, there is a lack of research that focuses on language teacher experiences and perceptions of teaching during the Covid-19 pandemic in the USA. Previous research deals with European educational contexts (Milena & Nataša, 2021;Zamborová et al, 2021), Asian countries (Alhumaid et al, 2020;Gao & Zhang, 2020;Kozhabayeva & Boivin, 2021;Lei & So, 2021;Santos et al, 2021;Todd, 2021;Todd, 2020;Zou et al, 2021), South andCentral America (Aguilar-Cruz et al, 2021;Burgin et al, 2022;Reynoso et al, 2021), and a mix of countries excluding the USA (Kwee, 2022). Only a handful of studies so far have analyzed language teachers in the US and their reactions to the pandemic in the contexts of: US teachers' intentions to teach online after the pandemic (Jin et al, 2021), evaluating quality online language instruction (Gacs et al, 2020), and identifying coping mechanisms for stressors during the pandemic (MacIntyre et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Surviving or Thriving? Experiences and job satisfaction of language instructors in the USA during the COVID-19 pandemic

Walter

Schenker

2022

JLT

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The COVID-19 pandemic meant fast changes for language educators. Understanding how teachers experienced online language teaching during the recent pandemic is crucial for the language teaching profession in order to better prepare instructors for future scenarios in which a move to online instruction may be necessary again. Language instructors’ experiences can help inform administrators and program directors about potential gaps in teacher training or support needed for effective language instruction. This study investigates the experiences and challenges that increased or decreased language teachers’ feelings of satisfaction with teaching online. As an exploratory study, both quantitative and qualitative methods are included in order to capture a broad picture of teacher job satisfaction. The results indicate common challenges faced by teachers during online instruction, and the qualitative analyses of correlations between pre-identified factors impacting job satisfaction allowed us to measure the strength between these factors and job satisfactions; pre-defined factors included familiarity and ease of technology, relevance of training, and expectations of how long online/distance education would last. We conclude this study with a discussion of how these findings can be used to better prepare for future shifts to online teaching, including strategic use of training, programmatic changes in teaching load, and the role of technology in facilitating the delivery of content and interaction between instructors and students.

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Teacher Identity and Language Ideology via Critical Pedagogy

Salayo

Gutierrez

2023

Social Justice and Culturally-Affirming Education in K-12 Settings

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This qualitative research aims to determine how language teachers' ontological beliefs on critical pedagogy build teacher identity and language ideology. Participants included 18 public junior high school teachers. Results revealed that critical language pedagogy (CLP) constructed teacher identities against its trajectory. These identities include the lack of familiarity and misunderstanding of CLP, resistance to a critical teaching approach, dependency on the official textbook or learning modules, and confidence in their traditional practices. Similarly, distorted critical language ideologies were also determined, such as language as an apolitical entity, CLP as a threat to social and cultural harmony, L1 as a threat to L2 learning, and the perceived dominance of American English. Both identities and ideologies are attributed to social conflicts and sociopolitical activities that produce oppression and marginalization. Hence, it is recommended that the education sector provide an opportunity to fully understand the role of criticality through dialogue, reflection, and praxes.

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Emergency Remote Teaching in the Kazakhstan Context: Deprofessionalization of Teacher Identity

Cited by 3 publications

References 14 publications

English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies

English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies

Surviving or Thriving? Experiences and job satisfaction of language instructors in the USA during the COVID-19 pandemic

Teacher Identity and Language Ideology via Critical Pedagogy

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