Trajectories of an English Language Teacher in Emergency Remote Teaching

ABSTRACT The Covid-19 pandemic impacted several sectors of society, causing not only a health crisis, but also economic, political, and educational crisis, leading us to reflect on how everything is interconnected in some way. In this article, we aim to analyze, from the Complexity Theory, the practice of a teacher teaching the English language (EL) in a context of Emergency Remote Teaching (ERT). The methodology used is a qualitative approach, in which a longitudinal case study was carried out based on the narratives written by the teacher during 7 months of ERT. The results show that the teacher’s initial conditions were favorable for her practice in the ERT. It is not possible to generalize the conditions of this specific context, but based on this study, the teaching practices of EL and the importance of technology in teacher education stand out.