Enhancing genre pedagogy and teacher wellbeing in ESP: Reflections from an action research
This study investigates an action research (AR) in an English for Specific Purposes (ESP) course which focuses on improving teaching methods by means of a genre pedagogy and on enhancing teacher wellbeing through a sustainable teaching environment. The paper centers on the AR’s reflective stage wher...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universitat de Lleida (UdL) |
| Repositorio: | Repositori Obert UdL |
| OAI Identifier: | oai:repositori.udl.cat:10459.1/467321 |
| Acceso en línea: | https://doi.org/10.17398/2340-2784.49.19 https://hdl.handle.net/10459.1/467321 |
| Access Level: | acceso abierto |
| Palabra clave: | Action research Collaborative autoethnography (CAE) English for Specific Purposes (ESP) Genre pedagogy Teacher wellbeing Investigación-acción Autoetnografía colaborativa Inglés para Fines Específicos (IFE) Pedagogía de géneros Bienestar docente |
| Sumario: | This study investigates an action research (AR) in an English for Specific Purposes (ESP) course which focuses on improving teaching methods by means of a genre pedagogy and on enhancing teacher wellbeing through a sustainable teaching environment. The paper centers on the AR’s reflective stage where three ESP teachers, employing collaborative autoethnography, discussed teaching practices, material adaptation challenges, and implemented changes via online journals and discussions. The study aims to assess the impact of AR participation on teachers’ genre pedagogy application and to understand its effects on their wellbeing. Findings suggest that reflective practices significantly increased teachers’ genre pedagogy awareness and implementation, leading to a professional shift in the course. Additionally, reflections on teacher wellbeing reveal substantial stress due to large class sizes and diverse student needs, with individual teaching styles further affecting personal wellbeing and job satisfaction. The study highlights the importance of structured, reflective approaches in AR for enhancing teaching quality and teacher wellbeing. |
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