English Language Teachers' Grit and Pronunciation Teaching Practices in a Time of Crisis
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| Title: | English Language Teachers' Grit and Pronunciation Teaching Practices in a Time of Crisis |
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| Language: | English |
| Authors: | Amanda Baker (ORCID |
| Source: | PROFILE: Issues in Teachers' Professional Development. 2026 28(1):123-137. |
| Availability: | Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Language Teachers, English (Second Language), COVID-19, Pandemics, Longitudinal Studies, Teacher Behavior, Adjustment (to Environment), Pronunciation Instruction, Student Teachers, Graduate Students, Teacher Persistence, Teaching Experience, Teacher Characteristics |
| Geographic Terms: | Australia, Japan |
| ISSN: | 1657-0790 2256-5760 |
| Abstract: | Longitudinal research contributes to the understanding of teachers' beliefs and practices, but few such studies have examined teacher development during a time of crisis. This gap is particularly significant in pronunciation pedagogy, where research on teachers' adaptive strategies remains limited. Building on a six-year study, this paper explores the development of second language teachers' practices and cognitions (knowledge, beliefs, perceptions) regarding English pronunciation pedagogy during the COVID-19 pandemic. Findings demonstrate a complete initial cessation of pronunciation instruction, but its later reemergence as a priority once lockdown conditions relaxed. These findings further highlight the dynamic nature of teacher cognition in response to crises, and the need for gritty teachers and an enhanced focus on hybrid learning in second language teacher education programs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501430 |
| Database: | ERIC |
| Abstract: | Longitudinal research contributes to the understanding of teachers' beliefs and practices, but few such studies have examined teacher development during a time of crisis. This gap is particularly significant in pronunciation pedagogy, where research on teachers' adaptive strategies remains limited. Building on a six-year study, this paper explores the development of second language teachers' practices and cognitions (knowledge, beliefs, perceptions) regarding English pronunciation pedagogy during the COVID-19 pandemic. Findings demonstrate a complete initial cessation of pronunciation instruction, but its later reemergence as a priority once lockdown conditions relaxed. These findings further highlight the dynamic nature of teacher cognition in response to crises, and the need for gritty teachers and an enhanced focus on hybrid learning in second language teacher education programs. |
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| ISSN: | 1657-0790 2256-5760 |
