Teaching practice is the outcome of the decision made, and decision-making is the fundamental teaching ability that all teachers must have. Numerous studies on pedagogical decision-making had been carried out with varying goals and topics (e.g. Kansanen, 1995; Perfecto, 2012; Westerman, 2013; Su and Liu, 2015; Del Campo et al., 2016; Burridge, 2018; Harris, 2021; Janneke et al., 2021, Lepp et al., 2021). Although few studies have explored teacher pedagogical decision-making in remote teaching practices and how students responded to them, it is essential to
explain the importance of investigating this area. The limited research available in this area highlights a critical need to understand the nuanced ways in which educators make instructional decisions when physical presence and direct interaction with students are constrained. Under the framework of teacher cognition, this study aimed at exploring English teachers’ pedagogical decision making in their remote teaching practices and students’ responses towards them. This study focused on teacher knowledge, thought, belief and affective factors seen in teachers’ remote teaching practices, and also students’ responses toward the teachers’ remote teaching practices. This study was conducted with six teachers who did remote teaching practices and 27 students from six different private universities in Tasikmalaya, Serang, Jakarta, Cimahi, Bogor, and Sukabumi. They were selected using convenience sampling. Qualitative approach was employed in conducting the study. To get the research data, exploration method through virtual observation, questionnaire distribution, and semi structured-interview were conducted. The findings showed that teachers’ knowledge, thought, belief, and feeling became important considerations in making pedagogical decisions in practicing the remote teaching, choosing the virtual teaching method, doing classroom assessment, and adaptation. In managing the remote teaching practices, the teachers applied classroom translanguaging. The most frequent type of decision made by teachers was spontaneous, followed by intuitive, rational, dependent and avoiding decision. Students responded positively to teachers' remote classroom management strategies, particularly appreciating the flexible language policy and camera policy, which made them feel more comfortable and engaged. They found the use of teaching media effective and valued the classroom assessment methods for helping them better understand the material and feel more confident when asking and answering questions. However, some students highlighted that the remote environment lacked the interpersonal interaction and teacher-student connection present in traditional settings. They also felt that the material conveyed during remote lessons was not as in-depth or effective as in on-site teaching. Despite these challenges, students generally perceived the remote teaching methods as beneficial in supporting their overall learning experience. |