REMOTE TEACHING AND SOCIAL REPRESENTATIONS: CHALLENGES AND MEANINGS FOR AUTONOMOUS ENGLISH TEACHERS

Abstract

This article investigates the social representations constructed by autonomous English teachers regarding remote teaching, grounded in Serge Moscovici’s Social Representations Theory. The research arises from the profound transformations caused by the COVID-19 pandemic, which accelerated the adoption of remote teaching as an emergency alternative following the suspension of face-to-face classes. Differentiating Emergency Remote Teaching (ERT), characterized as a temporary and provisional adaptation, from Distance Education (DE), a formal and structured modality, the study focuses on the specific experiences of autonomous teachers—a group rarely explored in educational literature, which typically emphasizes formal institutional contexts. By analyzing the challenges faced by these teachers, the meanings they ascribe to remote teaching, and the impact of these social representations on pedagogical practices, the study highlights the influence of Digital Information and Communication Technologies (DICTs) on professional routines. It emphasizes that the success of technological mediation depends not only on infrastructure but also on teacher training, self-management, and the ability to build relationships in virtual environments. The article reveals the complexity of autonomous teaching in digital contexts, marked by the need to balance pedagogical competencies, technological skills, and professional autonomy. By articulating theory and practice, the study offers relevant contributions for educational policies and continuing education, valuing the specificities and demands of this professional segment. Furthermore, it expands the discussion on inclusion, innovation, and teacher autonomy in the contemporary language teaching scenario, providing a solid foundation to understand the social and subjective dimensions of emergency remote teaching.