Speakers
Description
This presentation explores the experiences and overall well-being of a group of tertiary EFL teachers in Japan. It focuses on the transformative shift they underwent, moving from traditional in-person teaching to online instruction, and subsequently, their return to face-to-face classrooms. The researchers adopted a narrative inquiry approach, in which teachers shared their personal stories and perspectives. By doing so, the study aimed to unravel the challenges, adaptations, and emotions of these educators throughout this transitional period, as well as its impact on their motivation to teach. Through a thematic analysis of the teachers' written narratives, the presentation will discuss their thoughts and attitudes towards online teaching, and examine how they perceived the positive aspects of this new modality, such as increased flexibility and access to diverse resources, while also acknowledging the negative aspects, including potential technological hurdles and feelings of disconnection. It acknowledges teachers' frustrations and concerns about online teaching while highlighting their resilience and dedication to providing quality education and support to learners. By learning from their experiences, we can all work towards creating a more inclusive and supportive educational environment.
