Pre-service English teachers’ perceptions of their online teaching practice during pandemic times

Pre-service English teachers’ perceptions of their online teaching practice during pandemic times

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Paola Julie Aguilar-Cruz Holds a Master degree in Education from Universidad de Medellin. She works as an English teacher at Jorge Eliécer Gaitán High School and Amazonia University. She is currently a PhD student in Educational Technology at Central China Normal University. Her research interests include multimodality, gamification and the use of educational technology for English language teaching and learning.
Deicy Lorena Medina Holds a Bachelor degree in English Language Teaching from Universidad Surcolombiana. Her research interests are ICT and its relation to pedagogy and education, literature and literacy.
Resumen

This paper investigates pre-service English teachers’ perceptions on their online teaching practice during pandemic times, focusing on issues related to technology, materials development and gamification. Accordingly, a qualitative narrative research approach was implemented to deeply inquiry pre-service English teachers through interviews and artifacts. It is concluded that even though pre-service English teachers had to face different concerns related to their online teaching practice, such as students’ lack of commitment, low motivation and connectivity issues because of the pandemic, still they were capable of understanding and reflecting upon their role as teachers and used technology and gamified activities to overcome their concerns.

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