Aprender a ser docente sin estar en las aulas: la COVID-19 como amenaza al desarrollo profesional del futuro profesorado

González-Calvo, Gustavo; Barba-Martí­n, Raúl A.; Bores-García, Daniel; Gallego-Lema, Vanesa

doi:10.17583/rimcis.2020.5783

Cited by 38 publications

(45 citation statements)

References 38 publications

(37 reference statements)

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“…On the other hand, and by virtue of the previous category, Learning and Physical Education Classroom, it can be pointed out that, in recent months, the educational situation of future educators has taken a turn due to the health crisis caused by the Covid-19 pandemic. By losing the presence in the classrooms and with it the essence of the practices, the formative potential of the practicum and the professional identity of the future teachers have been altered during these months, generating consequences that could affect their future professional practice (González-Calvo et al, 2020;Maffei, 2014). Education on the planet was affected as a result of Covid-19, so much so that worldwide education was interrupted to avoid large-scale infections.…”

Section: Discussionmentioning

confidence: 99%

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

Almonacid-Fierro

Carvalho²,

Retamal³

et al. 2021

IJLTER

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The Covid-19 pandemic has put enormous pressure on the educational system in all its teaching and learning activities, and in the specific case of the practical training of teachers. This study seeks to investigate through qualitative research with a comprehensive interpretive approach, the training of the practicum of Physical Education teachers in Chile, considering the knowledge and experiences, in the context of virtual classrooms during the Covid-19 pandemic. Semi-structured interviews and focus groups were used to collect the data; and were analyzed with the content analysis technique. As result, it can be observed that the students manifest diverse experiences in their practicum process, with difficulties inherent to the remote work condition, such as difficulty in communication with students and school teachers, problems in didactic and evaluation processes, and adaptation to context. It is necessary to discuss the access of students and teachers to technologies, as well as the training of physical education teachers in areas of didactic and assessment in contexts where face-to-face is difficult.

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Section: Discussionmentioning

confidence: 99%

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

Almonacid-Fierro

Carvalho²,

Retamal³

et al. 2021

IJLTER

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“…The pandemic has led to the implementation of protocols that has changed how teachers teach and communicate with students and families. This situation makes it necessary to rethink education and, particularly, Physical Education (PE;González Calvo et al 2020a). PE has been claimed to be socially constructed, that is, defined by what is said, written and done in its name (Kirk 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Significantly, the delivery of PE has shifted to fully online in Spain because of the ongoing Covid-19 pandemic, and this may bring significant consequences for preservice PE teachers. A few years ago, Gard and Pluim (2014) cautioned us about the impacts of a shift to digital PE, and this seems to be occurring (intended or unintended) in different places mainly because of the conditions brought on by the pandemic. However, Spain has remained hesitant to use digital technologies for the delivery of PE and has a more traditional and hands-on approach (Varea and González-Calvo 2020a).…”

Section: Introductionmentioning

confidence: 99%

Exploring the changes of physical education in the age of Covid-19

Varea

González-Calvo

Monge

2020

Physical Education and Sport Pedagogy

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Background: Physical education (PE) has been traditionally considered as a practical and 'hands-on' subject in schools, where close proximity and physical contact is common, particularly in Spain which has a high proximity culture. Significantly, the delivery of PE has changed because of the Covid-19 pandemic, and this brings significant consequences for preservice PE teachers. Purpose: The aim of the paper is to explore the changes of PE during Covid-19 and the effects on pre-service teachers. Methods: Semi-structured interviews were used to produce data with a group of 12 preservice PE teachers from Spain (four women and eight men) who were undertaking their practicum in PE when the Covid-19 lockdown was imposed in Spain [14 March 2020]. Dredging was used as an analytical technique to identify the relations and affects that comprised assemblages of bodies, things and social formations. Findings: Results suggest that preservice teachers are having difficulties in re-assembling PE in the age of Covid-19, and that this produces the affects of precarity, fear and insecurity. Furthermore, the PE reassemblage also results in a shift of pedagogical affects. The participants particularly struggled to think on a PE assemblage that does not include the affect of physical encounters with their students. The new assemblage of PE also included encounters with digital technologies, which allowed for particular openings and closings for a re-alignment into the shifted PE. Conclusions: Pre-service teachers were unfamiliar with the way the PE assemblage has shifted, and this shifting affected their ability to produce affects in the 'new PE'. The new PE assemblage leads to a significant change in the culture of PE teaching in Spain, where physical contact between teachers and students was previously normal and taken for granted.

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“…Al respecto González et al (2020), indican "la transición a la docencia online ha sido abrupta, olvidando los extensos procesos de formación, de rediseño de asignaturas y de infraestructuras que den soporte a la demanda de la tele-enseñanza" (p.158).…”

Section: La Tecnología Y Su Globalizaciónunclassified

La Tecnología: Impacto en El Proceso De Enseñanza-Aprendizaje Sincrónico Y Asincrónico De Las Universidades Públicas De Manabí

Avellan¹,

Chávez²,

Olives³

et al. 2021

ATLANTE

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Planetariamente las consecuencias de la pandemia han sido catastróficas, sacudiendo los sistemas de las naciones (económico, sanitario, social, productivo, laboral, educativo, etc.); a nivel de Ecuador la educación superior ha tenido que caminar hacia una improvisada conversión de lo presencial a lo virtual, develando fuertes debilidades en las universidades públicas, propias del apuro como de la inacción por parte de sus gestores, donde el estado tiene su corresponsabilidad. Si bien muchas ya se encaminaban hacia un modelo de educación digital (sobre todo las privadas), en las estatales el proceso ha sido muy lento, por lo que docentes y alumnos no logran adaptarse a este nuevo esquema, con notorias carencias en la “inmersión sincrónica”. Sin embargo, también es una etapa de oportunidades para dinamizar los modelos de enseñanza-aprendizaje, con pedagogías diferentes al esquema tradicional, en una práctica que advierte la necesidad de invertir en la formación en línea o teleeducación. La investigación se centra en las IES públicas de Manabí, conociendo de los propios actores las implicaciones positivas y negativas de estos cambios emergentes, como parte de los hallazgos. El objetivo del estudio fue “establecer en qué medida la tecnología impacta en el proceso de enseñanza-aprendizaje sincrónico y asincrónico de las universidades públicas de Manabí”. Se aplicó el “método deductivo indirecto”, con soporte en varias tipologías investigativas, así como una encuesta en escala de Likert, cuyos resultados fueron procesados en el programa SPSS Statistics 25, para efectuar las pruebas de hipótesis, a través del coeficiente de correlación p (Rho) de Spearman.

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Aprender a ser docente sin estar en las aulas: la COVID-19 como amenaza al desarrollo profesional del futuro profesorado

Cited by 38 publications

References 38 publications

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

Exploring the changes of physical education in the age of Covid-19

La Tecnología: Impacto en El Proceso De Enseñanza-Aprendizaje Sincrónico Y Asincrónico De Las Universidades Públicas De Manabí

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