Resumo

TAGLE, Tania; ETCHEGARAY, Paulo  e  ROJAS, Viviana. Levels of reflection exhibited by Chilean pre-service EFL teachers on the design and implementation of a distance lesson within the COVID-19 pandemic context. Rev. Int. Investig. Cienc. Soc. [online]. 2023, vol.19, n.2, pp.201-216. ISSN 2226-4000.  https://doi.org/10.18004/riics.2023.diciembre.201.

The general objective of this study is to identify the levels of reflection Chilean pre-service EFL teachers exhibit, in their professional practicum, on a distance lesson’s design and implementation within the COVID-19 pandemic context. Firstly, this study used the qualitative methodology to describe the participants’ reflection and the levels of this competence. The data collection involved the narrative since the informants completed a written form, referring to problematic situations or critical episodes associated with the distance lesson’s design or implementation. Likewise, the researchers used the quantitative methodology to recognize the frequency the participants mentioned specific reflection points in their narration about designing and implementing a distance lesson. The results suggest that the Chilean pre-service EFL teachers only reach a descriptive level of reflection, focusing on different remote teaching elements, such as activities, didactic resources, and time. Language teacher education programs should aim to assist EFL teacher candidates in achieving a conceptual/comparative or critical level of reflection. This should be done within the framework of pedagogical practices based on Communicative Language Teaching.

Palavras-chave : reflection; preservice teacher education; English teacher education; distance education, lesson plans.

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