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Colombian Preservice Teachers Enacting Task-Based Language Teaching Principles Before and During the Transition to Remote Teaching
Docentes en formación colombianos implementando los principios de la enseñanza de lenguas basada en tareas antes y durante la transición a la enseñanza remota
DOI:
https://doi.org/10.15446/profile.v25n2.103146Keywords:
task-based language teaching, English as a foreign language, preservice teachers, remote teaching, teacher education (en)aprendizaje basado en tareas, inglés como lengua extranjera, formación docente, instrucción remota (es)
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.
Este estudio cualitativo explora cómo un grupo de maestros en formación da sentido a los principios y características de la enseñanza de lenguas basada en tareas durante la transición de la instrucción presencial a la remota provocada por la pandemia de COVID-19. El análisis de los planes de clase de trece maestros en formación reveló que ellos implementaron los principios de la enseñanza de lenguas basada en tareas de manera diferente durante la enseñanza presencial y remota. Curiosamente, el uso de dichos principios a veces contrasta con las reflexiones de los participantes. Discutimos los desafíos que enfrentan los profesores de inglés como lengua extranjera al adaptar métodos como la enseñanza de lenguas basada en tareas a las exigencias de los nuevos contextos de enseñanza.
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1. Katrin Schmiderer, Nicola Brocca, Elisa Guggenbichler, Carmen Konzett-Firth. (2025). Exploring pre-service teachers’ criteria for evaluating collaboratively designed online tasks. TASK. Journal on Task-Based Language Teaching and Learning, 5(1), p.57. https://doi.org/10.1075/task.24001.sch.
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Copyright (c) 2023 Tatiana Becerra-Posada, Diana Cristina Arroyo
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