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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
Language: English
Authors: Amanda Baker (ORCID 0000-0001-5806-4419), Michael Burri (ORCID 0000-0003-0115-5349), Bianca Mister (ORCID 0000-0001-7923-5002)
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
FullText Text:
  Availability: 0
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  Data: English Language Teachers' Grit and Pronunciation Teaching Practices in a Time of Crisis
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  Data: <searchLink fieldCode="AR" term="%22Amanda+Baker%22">Amanda Baker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5806-4419">0000-0001-5806-4419</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+Burri%22">Michael Burri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0115-5349">0000-0003-0115-5349</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bianca+Mister%22">Bianca Mister</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7923-5002">0000-0001-7923-5002</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22PROFILE%3A+Issues+in+Teachers'+Professional+Development%22"><i>PROFILE: Issues in Teachers' Professional Development</i></searchLink>. 2026 28(1):123-137.
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  Data: 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/
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  Data: Y
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  Data: 15
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation+Instruction%22">Pronunciation Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
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  Data: 1657-0790<br />2256-5760
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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  Data: EJ1501430
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 123
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Pronunciation Instruction
        Type: general
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Australia
        Type: general
      – SubjectFull: Japan
        Type: general
    Titles:
      – TitleFull: English Language Teachers' Grit and Pronunciation Teaching Practices in a Time of Crisis
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            NameFull: Amanda Baker
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            NameFull: Michael Burri
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            NameFull: Bianca Mister
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              Y: 2026
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