Enhancing genre pedagogy and teacher wellbeing in ESP
This study investigates an action research (AR) in an English for Specific Purposes (ESP) course, focusing on improving teaching methods using genre pedagogy and enhancing teacher wellbeing through a sustainable teaching environment. The paper centres on the AR’s reflective stage where three ES...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Asociación Europea de Lenguas para Fines Específicos
2025-06-01
|
| Series: | Ibérica |
| Online Access: | https://revistaiberica.org/index.php/iberica/article/view/1084 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849685794275459072 |
|---|---|
| author | Xavier Martin-Rubió Irati Diert-Boté Balbina Moncada-Comas |
| author_facet | Xavier Martin-Rubió Irati Diert-Boté Balbina Moncada-Comas |
| author_sort | Xavier Martin-Rubió |
| collection | DOAJ |
| description |
This study investigates an action research (AR) in an English for Specific Purposes (ESP) course, focusing on improving teaching methods using genre pedagogy and enhancing teacher wellbeing through a sustainable teaching environment. The paper centres 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 revealed 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.
|
| format | Article |
| id | doaj-art-d43f996fd1014929a2ab862d75b36850 |
| institution | DOAJ |
| issn | 1139-7241 2340-2784 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Asociación Europea de Lenguas para Fines Específicos |
| record_format | Article |
| series | Ibérica |
| spelling | doaj-art-d43f996fd1014929a2ab862d75b368502025-08-20T03:22:58ZengAsociación Europea de Lenguas para Fines EspecíficosIbérica1139-72412340-27842025-06-014910.17398/2340-2784.49.19Enhancing genre pedagogy and teacher wellbeing in ESPXavier Martin-Rubió0Irati Diert-Boté1Balbina Moncada-Comas2universitat de lleidauniversitat de lleidauniversitat politécnica de catalunya This study investigates an action research (AR) in an English for Specific Purposes (ESP) course, focusing on improving teaching methods using genre pedagogy and enhancing teacher wellbeing through a sustainable teaching environment. The paper centres 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 revealed 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. https://revistaiberica.org/index.php/iberica/article/view/1084 |
| spellingShingle | Xavier Martin-Rubió Irati Diert-Boté Balbina Moncada-Comas Enhancing genre pedagogy and teacher wellbeing in ESP Ibérica |
| title | Enhancing genre pedagogy and teacher wellbeing in ESP |
| title_full | Enhancing genre pedagogy and teacher wellbeing in ESP |
| title_fullStr | Enhancing genre pedagogy and teacher wellbeing in ESP |
| title_full_unstemmed | Enhancing genre pedagogy and teacher wellbeing in ESP |
| title_short | Enhancing genre pedagogy and teacher wellbeing in ESP |
| title_sort | enhancing genre pedagogy and teacher wellbeing in esp |
| url | https://revistaiberica.org/index.php/iberica/article/view/1084 |
| work_keys_str_mv | AT xaviermartinrubio enhancinggenrepedagogyandteacherwellbeinginesp AT iratidiertbote enhancinggenrepedagogyandteacherwellbeinginesp AT balbinamoncadacomas enhancinggenrepedagogyandteacherwellbeinginesp |