Will I Continue Online Teaching? Language Teachers' Experience during the COVID-19 Pandemic

被引：7

作者：

Kwee, Ching Ting Tany ^{[1
]}

机构：

[1] Univ New South Wales, Fac Arts & Social Sci, Sch Educ, Sydney, NSW, Australia

来源：

CSEDU: PROCEEDINGS OF THE 13TH INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION - VOL 2 | 2021年

关键词：

Remote Learning; Distant Learning; Online Learning; Self-efficacy; Outcome Expectations; Language Teachers; Social Cognitive Career Theory; Interpretative Phenomenological Approach; COGNITIVE CAREER THEORY; SATISFACTION; CONTEXTS; PEDAGOGY; STUDENTS; BEHAVIOR; MAJORS;

D O I：

10.5220/0010396600230034

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

Due to public health concerns, many K-12 schools were closed and switched to remote learning during the COVID-19 pandemic. Since language learning emphasises interaction, this brings a discussion on its effectiveness and feasibility of online teaching beyond the pandemic. This study aims to explore language teachers' online teaching experiences in the pandemics and outline factors influencing their choices on future online teaching. Adopting the Social Cognitive Career Theory (SCCT) and Interpretative Phenomenological Analysis (IPA), the researcher interviewed five language teachers internationally and examined their lived experience in this qualitative research. Participants indicated that a positive learning environment and greater well-being of teachers favoured them to continue online teaching while their doubt on students' learning outcomes impeded them from future use. These findings can be predictors of the teachers' choices on online learning and useful in devising measures or professional development courses to foster a sustainable online learning development beyond the pandemic.

引用

页码：23 / 34

页数：12

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