SEM model for technological, ecological and inclusive teacher training in times of pandemic

Abstract

This work tries to analyze the relationship between teacher training (TT), teacher training in inclusive education (TTIE), teacher training in technologies (TTT), teacher training in ecology (TTE) and teacher training in time of pandemic (TTP), through a confirmatory factor analysis (CFA) with structural equation model (SEM) of a Likert scale created ad hoc, validated and confirmed. For the search for answers, a non-experimental, descriptive, explanatory and correlational research process has been carried out. The instrument used to collect the data has been a scale, which has been validated in content and with an excellent Cronbach's alpha (.902). The construct validity has been carried out with an exploratory factorial analysis (EFA). The sample has been of 598 students of Master's Degree in Teacher Training and the last year (4th) of the Primary Education Degree from the University of Jaen (Spain). It can be concluded that there is a relationship between the different forms of teacher training, from the correlational analysis the highest coefficient is between teacher training and teacher training in ecology and teacher training in inclusive education. From the CFA it is confirmed that this correlation is a very strong one, so that inclusion and ecology should be central axes in all teacher training, on the other hand, it concludes the low relationship between teacher training and teacher training in times of pandemic, so that, at least in theory, Covid-19 should not affect teacher training.

Percepções de docentes da Educação Básica sobre o ensino-aprendizagem na pandemia de Covid-19

“…Por outro lado, isso remete à necessidade de formação de professores especificamente na área de organização e métodos de EaD e de domínio de ferramentas de TIC na educação. O treinamento e o desenvolvimento de professores devem incluir o conhecimento, as habilidades e as disposições necessárias para reconsiderar e participar com sucesso do ensino e da aprendizagem a distância (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, 2021a;Fernández;Camargo, 2022).…”

“…Anjos e Pereira (2021) apontam a necessidade de concentrar-se em eliminar as desigualdades educacionais, estabelecer políticas para o bem-estar das crianças em bases mais realistas, reconstruir a formação de professores e melhorar o bem-estar da relação entre escola e famílias. Em um contexto excepcional como o da pandemia de Covid-19 foi crucial que os professores entendessem como agir de forma mais eficaz, como repensar a educação e encontrar novas formas de ensinar e aprender, não apenas para melhorar o desempenho acadêmico de seus alunos, mas também para capacitá-los desenvolvendo uma aprendizagem eficaz de experiências (Appenzeller et al, 2020;Fernández;Camargo, 2022).…”