{"title":"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","authors":"Tatiana Becerra-Posada, Diana Cristina Arroyo","doi":"10.15446/profile.v25n2.103146","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":"29 1","pages":"0"},"PeriodicalIF":0.9000,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Colombian Preservice Teachers Enacting Task-Based Language Teaching Principles Before and During the Transition to Remote Teaching\",\"authors\":\"Tatiana Becerra-Posada, Diana Cristina Arroyo\",\"doi\":\"10.15446/profile.v25n2.103146\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":45095,\"journal\":{\"name\":\"Profile-Issues in Teachers Professional Development\",\"volume\":\"29 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2023-07-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Profile-Issues in Teachers Professional Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15446/profile.v25n2.103146\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Profile-Issues in Teachers Professional Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15446/profile.v25n2.103146","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.