"COVID-19 Is an Opportunity to Rediscover Ourselves": Reflections of a Novice EFL Teacher in Central America

Autor/inn/en	Farrell, Thomas S. C.; Stanclik, Connie
Titel	"COVID-19 Is an Opportunity to Rediscover Ourselves": Reflections of a Novice EFL Teacher in Central America
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 54 (2023) 1, S.71-83 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farrell, Thomas S. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220981778
Schlagwörter	COVID-19; Pandemics; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Educational Philosophy; Correlation; Professional Identity; Beginning Teachers; Foreign Countries; Case Studies; Educational Change; Teaching Methods; Latin America + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Korrelation; Junior teacher; Junglehrer; Ausland; Case study; Fallstudie; Case Study; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lateinamerika
Abstract	This article presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. This qualitative study sought to contribute to the discussion of the perceived interdependent influences of EFL teachers' thoughts, identities, and behaviors through five stages of self-reflection in Farrell's framework for reflective practice. The EFL teacher engaged in conscious reflection to subject their beliefs to critical analysis and interpretation expressed through their philosophy, principles, theory, practice, and beyond practice. Overall, the findings confirm that reflections in all five stages are connected to several common themes, but simultaneously reveal a complex relationship between the teacher's stated principles and actual practice. The discussion explores potential reasons for convergence and divergence in teachers' beliefs and classroom actions, concluding that the results correlate with previous research in the field of language education and teacher reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01