Un estudio de las emociones experimentadas por docentes ELT de escuelas urbanas utilizando las tecnologías de la información y la comunicación en Bogotá, Colombia

Abstract

This qualitative study explored the emotional experiences of in-service English Language Teaching (ELT) urban schoolteachers in Bogotá, Colombia, as they integrated Information and Communication Technologies (ICT) into their pedagogical practices. After identifying the problem, I explored the literature to understand three different constructs: Emotions, ICT, and ELT urban schoolteachers. As a course of action, I framed my research within the narrative approach in which three ELT teachers were interviewed to explore their technological knowledge, performance, and emotional responses to ICT use. Accordingly, semi-structured interviews delved into their technological experiences from an emotional perspective, all of which were documented through audio recordings. The findings provide a comprehensive exploration of diverse teachers' perspectives as they navigate the challenges and opportunities presented by ICT integration, ultimately contributing to a deeper understanding of the impact of technology on ELT practice in urban settings and their emotional counterparts in recent years. While these findings highlight ICT's potential to innovate the educational field, they also reveal the necessity for broader participation and longer timeframes for future research. Addressing the financial, emotional, and ethical challenges through structured training, investment, and support systems is crucial for fostering sustainable ICT integration in education.