Abstract
The COVID-19 outbreak has seen the largest-scale emergency remote teaching in world history. Drawing on concepts of teacher belief and teacher agency, this study seeks to explore whether teachers’ beliefs about teacher roles may influence their agentive use of online technology amid and after COVID-19. By tracing four English as a Foreign Language teacher participants in both an emergency remote teaching context and a resumed face-to-face classroom setting, our study reveals a complex relationship between teachers’ pedagogical beliefs and their online teaching practices. This study highlights the role of teacher agency and calls for a closer examination of the complexity of teacher roles to better understand teachers’ agentive technology integration in teaching. The study bears significance for educational technology development and teacher education for emergency remote teaching in the post-pandemic era.
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