Learning to teach during COVID 19 times: a taxonomy of technological difficulties confronted by EFL student teachers
DOI:
https://doi.org/10.51660/ripie.v2i1.86Keywords:
Remote teaching, distance education, initial English teacher education., online educationAbstract
The COVID-19 pandemic has impacted education drastically and imposed the accelerated adoption of digital technology and distance education modalities. In the case of initial teacher preparation, the sanitary restrictions, transformed the homes of student teachers into the place for professional practice and experimentation for student teachers throughout the world. This exploratory qualitative study seeks to understand the various technological difficulties confronted by a group of EFL student teachers in the virtual teaching environment, in a context of emergency remote education in a Chilean university. Through semi-structured interviews and focus groups, the reports of the participants themselves were processed by double coding, which led to an initial identification of difficulties that were later processed as categories or types of difficulty. The findings report difficulties that range from access to devices, to licensing issues, cultural capital, network security, training in the use of technologies, among others. The study aims to be a contribution in the academic discussion regarding the new spaces for the exercise of the teaching profession, as well as in the reflection on the changes that have occurred in the environments for initial training and professional practice.
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