Experiencias de los docentes de inglés en formación en escenarios en línea durante la pandemia del Covid-19: comprometiendo a los estudiantes en la clase de inglés

Abstract

This research aimed to describe the pedagogical experiences that EFL pre-service teachers had during online education in tough times such as the lockdown lived at the pandemic. Likewise, the purpose was to analyze those pedagogical experiences oriented to identify the strategies implemented by pre-service teachers aiming to engage students in the English class. Therefore, the research presented a qualitative case study that collected the data through an interview and focus group with 10 male and female pre-service teachers between 20 and 24 years old from a public university in Bogotá. Data revealed intriguing insights about pre-service teachers' diverse experiences while navigating online teaching-learning scenarios. From challenges encountered due to inadequate technological infrastructure, lack of interaction between the teacher-students and student-students, and implications of mental health in the teaching and learning process. Moreover, this study addressed some pedagogical strategies that EFL pre-service teachers were able to implement in online scenarios despite facing numerous obstacles.