This book explores the profound impact of Emergency Remote Teaching (ERT) on part-time university English language teachers in Japan during the COVID-19 pandemic. Through a blend of quantitative data and heartfelt personal narratives, the authors reveal the complex challenges faced by these educators - ranging from job insecurity to the rapid adoption of new teaching technologies. The initial chapters delve into the setup of the study, followed by detailed analyses of survey and interview data that underscore the vulnerability and resilience these teachers exhibited. As the pandemic forced a sudden shift to online education, the book examines how these teachers navigated their altered professional landscapes, balancing teaching responsibilities with personal and professional uncertainties.
Part three of the book focuses on the voices of the participants, offering rich, first-person insights into their experiences during the first semester of ERT. The narrative deepens with participant interviews and personal reflections that illustrate the profound psychological impacts and the innovative coping strategies developed in response to the crisis. In concluding, the book addresses the future of educational practices, emphasizing the importance of institutional support and professional development in enhancing the resilience and effectiveness of part-time faculty. This comprehensive study not only highlights the immediate effects of the pandemic on educational practices but also serves as a crucial resource for understanding the ongoing needs and contributions of part-time teachers in higher education.
Praise for Vulnerability and Resilience During Emergency Remote Teaching: Voices of Part-Time University English Language Teachers in Japan.
“There’s a lot to learn from this very readable and engaging book. Curated in an interesting way, researchers report on emergency remote teaching by part-time English language teachers in Japan during the COVID-19 pandemic. Then, teachers tell their own stories, rich in detail and filled with emotion, reflection, and learning. Implications are clear for part-time English teaching in bad times and in good. Recommendations are made. This is a stunning book that all English teachers, and their managers, must read.”
Gary Barkhuizen, University of Auckland, New Zealand