Aprendizajes educativos tras la pandemia COVID-19. ¿Qué papel debe jugar la escuela en el nuevo escenario mundial?

Ponce, Roberto; Luján, Elena López

doi:10.5209/rced.73928

Cited by 8 publications

(5 citation statements)

References 15 publications

(12 reference statements)

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“…La falta de adaptabilidad a la situación, la no previsión ante escenarios tan complejos (Ponce & Luján, 2022) y el no contar con docentes y herramientas específicas para una transmisión educativa a distancia (Villafuerte, 2022), han sido factores que han podido ayudar a ahondar más, si cabe, len a brecha educativa existente, o la aparición de una nueva de carácter específico y de tipología más tecnológica (Mur Sangrá, 2016).…”

Section: Figura 2 Tasa De Riesgo De Pobreza Vs Comunidades Autónomas ...unclassified

Uso de dispositivos móviles como herramienta de evaluación en tiempo real del aprendizaje

Rial Costa,

Sánchez Oropeza

2024

MLS Educ. Res.

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El confinamiento escolar por COVID19 constató la necesidad del uso de dispositivos móviles que facilitasen y permitiesen un normal discurrir de los PPEA en la educación. También sirvió para constatar que no todos los escolares podían, por diversos motivos, acceder a los mismos, de ahí que la administración educativa tuviese que intervenir para proporcionar a los escolares y facilitar a las familias herramientas tales como Tablet, ordenadores portátiles y puntos de acceso Wi-Fi. A pesar de esto y dada la tardanza en actuar, muchos docentes y familias han optado por incluir los Smartphone como dispositivos usables con el fin de normalizar la situación, facilitando de esta forma el ejercicio de sus funciones, algo que choca con las disposiciones y directrices legislativas y de los centros que rechazan dichos dispositivos como herramientas escolares. Un estudio dirigido a la comunidad docente ha servido para mostrar el rechazo previo y una apuesta de futuro sobre dicha tecnología, tras una implantación y puesta en valor puntual. Y es que el docente es consciente de que la situación vivida, puede repetirse en cualquier momento y sin previo aviso, para lo cual precisa estar no sólo en alerta sino también formado y dispuesto a utilizarlas.

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Section: Figura 2 Tasa De Riesgo De Pobreza Vs Comunidades Autónomas ...unclassified

Uso de dispositivos móviles como herramienta de evaluación en tiempo real del aprendizaje

Rial Costa,

Sánchez Oropeza

2024

MLS Educ. Res.

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“…In addition, the situation of confinement, and the mandatory nature of online teaching, brought with it considerable levels of academic desertion, making higher education institutions propose and demand for themselves greater commitments to guarantee effective education for students [10], integrating both their capacities and needs [11]. It is evident that the impact of all the actions performed by higher education institutions, together with the level of satisfaction of students with respect to the academic processes, will lead to a transformation in education organizations [12].…”

Section: Online Teaching During Emergenciesmentioning

confidence: 99%

Workloads and Emotional Factors Derived from the Transition towards Online and/or Hybrid Teaching among Postgraduate Professors: Review of the Lessons Learned

et al. 2022

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The objective of the present study was to discover which tasks resulted in a higher workload, leading to a higher anxiety of postgraduate professors at different Ibero-American universities, when dealing with the transition from face-to-face teaching to a virtual one. A questionnaire was constructed that was completed by 125 professors once validated. The results showed that with respect to tasks that required a higher workload, the professors had to re-think methodological strategies and activities, correct the student’s work, provide tutoring, and search for materials. As for the degree of anxiety, it was higher, given the increased number of hours in front of the computer, the lack of immediate feedback from the students, the feeling of not reaching all the students, having to look for activities to invigorate the online classes, and the need to prepare more materials and the assessment tasks. The results were the same irrespective of the university, thereby enabling us to conclude that this phenomenon was globalized, and the workload and anxiety were replicated in different contexts. Therefore, it is necessary to implement formative proposals that help manage online or hybrid teaching, beyond the mere transfer of the face-to-face teaching models to virtual ones.

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“…These results allow for the establishment of teacher profiles based on sociodemographic variables and help to detect possible training deficiencies. These emotional competences of teachers are very necessary nowadays, due to the consequences and psycho-emotional and mental health problems derived from COVID-19 [24][25][26][27][28] among primary school students: anxiety, stress, depression or fear.…”

Section: Introductionmentioning

confidence: 99%

Emotional Competences of Primary Education Teachers: A Need in School Post COVID-19

Sanz-Ponce,

López-Luján,

Serrano-Sarmiento

et al. 2023

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The COVID-19 pandemic has increased the number of students with mental health problems: depression, anxiety, stress. Faced with this reality, teachers and schools must be prepared to respond quickly and effectively. Therefore, the objective of this article is to analyze the emotional competences of primary school teachers in the city of Valencia based on the following sociodemographic variables: sex, age, professional experience, type of center and whether they have children. For this purpose, a quantitative methodological approach has been followed, through which the emotional competencies of primary education teachers are analyzed. These results allow us to establish teacher profiles according to sociodemographic variables and help to detect possible training deficiencies. A sample of 371 teachers of primary education in the city of Valencia has been analyzed. The Questionnaire on Teaching Competences of Primary Education Teachers, carried out under the Planned Action Model, has been used, and descriptive, univariate, bivariate and cluster analyses have been carried out. The mean, the standard deviation and the interquartile range (IQR) have been analyzed, as well as non-parametric tests such as the Wilcoxon, Kruskal–Wallis or Z test. The most significant results are that teachers have a greater ability to interpret emotions and to listen to students. On the contrary, it is teachers who most reject prejudice, discrimination and racism. Younger teachers are the ones who implement more inclusive learning environments. Finally, in general, all teachers are very respectful of students and claim to know how to manage classroom conflicts. The results obtained, in general terms, coincide with most of the research on teachers’ emotional competencies. Some aspects simply do not coincide with the literature. The teachers who participated in our research perceive themselves as having a greater capacity to observe and interpret students’ emotions, to generate learning situations that cater to diversity and to listen to their students. Other studies place these competencies at lower levels.

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Aprendizajes educativos tras la pandemia COVID-19. ¿Qué papel debe jugar la escuela en el nuevo escenario mundial?

Cited by 8 publications

References 15 publications

Uso de dispositivos móviles como herramienta de evaluación en tiempo real del aprendizaje

Uso de dispositivos móviles como herramienta de evaluación en tiempo real del aprendizaje

Workloads and Emotional Factors Derived from the Transition towards Online and/or Hybrid Teaching among Postgraduate Professors: Review of the Lessons Learned

Emotional Competences of Primary Education Teachers: A Need in School Post COVID-19

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