Unveiling Teacher Resilience in French Language Distance Teaching: A Case Study

Abstract

This study investigates teachers’ experiences during the sudden shift to online teaching due to COVID-19. It explores their adaptation to the situation and their resilience in ensuring uninterrupted educational continuity. The study focuses on the resilience strategies used by teachers of French at Algerian universities during the pandemic and their teaching adaptation to distance education. The primary aim is to examine the teachers’ constraints, their perception of pedagogical resilience, and the strategies they developed to overcome the challenges of transitioning from face-to-face to online education. This qualitative study, conducted through questionnaires among 50 French language teachers, with 42 responses received, concentrated on teachers’ experiences with distance teaching, the digital platforms they used, and the strategies they employed to remain resilient. The analysis revealed significant challenges: a lack of familiarity with digital tools, connectivity issues, and a decline in student motivation. Despite these hurdles, teachers demonstrated resilience by embracing new social media platforms, videoconferencing, and collaborative teleworking tools to maintain student engagement and ensure pedagogical continuity. These findings underscore the urgent need for flexible support systems to address distance education challenges during a crisis. The study delved into the concept of resilience and discovered that participants perceived it as embodying a positive portrayal of distance learning amidst the health crisis.