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Pedagogical Authority Practices of English Language Teaching in the Pandemic Time |
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| รหัสดีโอไอ | |
| Creator | Ni Ni Hlaing |
| Title | Pedagogical Authority Practices of English Language Teaching in the Pandemic Time |
| Publisher | Ph.D. Program in English Language Teaching (ELT), Faculty of Humanities and Social Sciences, Buriram Rajabhat University |
| Publication Year | 2566 |
| Journal Title | BRU ELT JOURNAL |
| Journal Vol. | 1 |
| Journal No. | 2 |
| Page no. | 34-49 |
| Keyword | English language teaching, pandemic time, pedagogical authority (PA) |
| URL Website | https://so14.tci-thaijo.org/index.php/bru_elt_journal/index |
| Website title | https://so14.tci-thaijo.org/index.php/bru_elt_journal/article/view/105 |
| ISSN | 2822-1311 |
| Abstract | A well-thought-out pedagogy is important to develop the quality of teaching and the way students learn. This study explores the practices of pedagogical approach in English language teaching by using pedagogical authority (PA), which has three dimensions: didactic (teaching particularly in having moral instruction), pedagogic (relating to teaching), and deontic (expressing responsibility or commitment) in university context of Myanmar. The author surveyed six female teachers and conducted in-depth written interviews to gain a comprehensive understanding of their emotions and experiences. The participants had different durations of teaching experience. The study was conducted in the department of English at five different Arts and Science universities during the 2021/2022 academic year. According to the interview responses of English language teachers who have variable degrees and length of teaching experience, the study found different PA practices demonstrating the three dimensions. Findings show that language teaching during and after the pandemic coveredall the three dimensions of PA practiced in university contexts. It suggests the presence of three types of interaction or relation from which pedagogical authority comes: didactic interaction, pedagogical interaction, and deontic interaction PA is established during the teacher-student interactions which is also thought to increase the quality of teaching and learning processes. It was also found that didactic and pedagogic interactions were identified as very important aspects of virtual classrooms in the early time of the Pandemic, while pedagogic and deontic were found to be more frequent in face-to-face classrooms of post-pandemic time. The findings of this study will support language teachers to rethink their teaching practices in the new post-pandemic time. Additionally, it will contribute to available practices for language teaching during urgent situations. |
