Pedagogical Beliefs and Agentic Actions of English Foreign Language Teachers Regarding their Roles during and Post Covid-19

Abstract

Abstract: The global response to the COVID-19 pandemic has necessitated an unprecedented shift to (ERT) emergency remote teaching. Grounded in the concepts of teacher belief and agency, the rationale of this research is to investigate the potential impact of teachers' beliefs about their roles on their agentive utilization of online technology during and post-COVID-19. Through the examination of four English Foreign Language teachers from different Algerian universities, navigating both emergency remote teaching and the return to traditional classrooms, our study uncovers a nuanced interplay between teachers' pedagogical beliefs and their approaches to online instruction. Emphasizing the pivotal role of teacher agency, the research underscores the need for a more in-depth exploration of the intricate nature of teacher roles to gain insights into teachers’ agentive integration of technology. This study holds relevance for the development of educational technology and the enhancement of teacher training, particularly in the context of emergency remote teaching in the aftermath of the pandemic in Algeria Keywords: COVID-19, ERT (Emergency Remote Teaching), teachers’ agency; teachers’ pedagogical beliefs