Abstract

This discussion reflects on the changes that crept into English Language Teaching in a public full-time school in Sergipe/Brazil through actions developed in a Teacher Education Project called Residência Pedagógica (Pedagogical Residency) – a Brazilian Project offered by the government as a partnership between universities and schools – during the pandemic. The reflections hold the English teacher perspective and focus on the challenges I have faced, the actions developed in the Emergency Remote Educational Activity and its unseen risks. For this analysis, a qualitative approach was adopted under the light of English language teacher education theories using the data kept during the project such as notes, lesson plans, on-line activities, video lessons and an account on Instagram created by me and my interns in order to improve our English moments with the students. Then, these findings point to how teachers are reinventing themselves despite lack of training, lack of technological tools and uncertainties. In addition, it is necessary to debate about this time, its consequences and possibilities.

Presenters

Gildete Cecilia Neri Santos Teles
Student, PhD, Federal University of Sergipe, Sergipe, Brazil

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Literacies Learning

KEYWORDS

ENGLISH TEACHER EDUCATION, COVID-19, PEDAGOGICAL RESIDENCY, EMERGENCY REMOTE EDUCATIONAL ACTIVITY

Digital Media

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