Perceptions of Primary School English Teachers Regarding Distance Education During the COVID-19 Pandemic: A Case Study in San Carlos, Costa Rica

López-Estrada, Patricia; Elizondo-Mejías, Jonathan; Pérez-Hidalgo, Estefanía

doi:10.1007/978-3-031-04680-3_11

Cited by 2 publications

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“…En relación con la necesidad de capacitación como factor que dificulta la adaptación del modelo presencial al virtual, el cambio en modalidad afectó a un número significativo de personas docentes que se vieron forzadas a mediar sus clases por medios virtuales o totalmente a distancia "sin haber recibido capacitación y sin contar con la experiencia, espacio adecuado, recursos necesarios" (Medina-Guillen et al, 2021, p. 3). Además de la necesidad de mejorar las prácticas pedagógicas, en el caso particular de Costa Rica, el profesorado enfrentó problemas de comunicación y descontextualización de los lineamientos brindados por las autoridades (López-Estrada et al, 2022). Tal como lo indican Reimers & Schleicher (2020), en medio de una crisis educativa es necesario establecer mecanismos oportunos de desarrollo profesional para que las personas docentes y las familias logren apoyar al estudiantado en la nueva modalidad.…”

Section: Estado De La Cuestiónunclassified

“…El estudio se enfocó en la investigación cualitativa inductiva, donde se trabajó con categorías de análisis también conocidas como constructos semánticos generales (Hatch, 2002). La intención de este estudio fue aprehender la realidad y describir lo vivido en el 2020 desde la perspectiva docente en relación con el modelo de educación a distancia adoptado por el MEP durante la pandemia con el fin último de brindar recomendaciones que ayuden en la toma de decisiones futuras en situaciones similares (López-Estrada et al, 2022). Sin embargo, este artículo se centrará exclusivamente en los sentimientos de las personas docentes al inicio y durante la pandemia.…”

Section: Metodologíaunclassified

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“Cansada, agobiada, frustrada”: Desafíos emocionales de docentes de inglés en primaria durante la pandemia: Estudio de caso en San Carlos, Costa Rica

López-Estrada,

Elizondo-Mejías,

Pérez-Hidalgo

2024

Rev. Electr. Educare

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Introduction. COVID-19’s health crisis put a hold on all educational processes worldwide. This was not the exception for Costa Rica at the Ministry of Education. In March 2020, it was proposed that distance education was going to be put into practice. Purpose. This paper focuses on the feelings the participants communicated during the study. This was part of a principal investigation that used a case study methodology based on inductive qualitative research. It had the purpose of describing the perceptions of four English primary school teachers from the Dirección Regional de Educación San Carlos (San Carlos Regional Education Office) regarding distance education during the sanitary emergency of COVID-19. Methodology. Data were collected through in-depth interviews, lesson plans, and video recordings of pedagogical mediation and professional contexts. The data were analyzed using semantic categories from content analysis (Hatch, 2002) and the Web Qualitative Data Analysis (webQDA) software (Costa et al., 2019). Results. Results suggest that teachers reported experiencing a range of emotions before and during the pandemic, with the majority being negative in nature. Among the most notable were uncertainty, stress, confusion, overwork, a sense of difficulty, sadness, and worry. Other feelings included discrimination, impotence, and disrespect towards the teachers and the families’ specific contexts. This study presents the teachers from their human dimension as professionals who endured the pandemic within their own educational contexts. The study also shows the importance of effective communication and taking into consideration psychological support to strengthen the emotional integrity of the teachers.

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Section: Estado De La Cuestiónunclassified

Section: Metodologíaunclassified

“Cansada, agobiada, frustrada”: Desafíos emocionales de docentes de inglés en primaria durante la pandemia: Estudio de caso en San Carlos, Costa Rica

López-Estrada,

Elizondo-Mejías,

Pérez-Hidalgo

2024

Rev. Electr. Educare

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Investigation of Primary School Teachers' Experiences on Teaching Science in Distance Education Process

Kalemkuş

2024

Journal of Learning and Teaching in Digital Age

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Background: The rapid progress in technology brings about changes in the field of education as well as in many other fields. Thanks to the diversity in instructional technologies, it is easier for students to learn concepts and they are enabled to be active in the teaching process. In addition to this, distance education opportunities can be provided so that students can continue their education under extraordinary conditions. Purposes: In this research, it is aimed to examine the experiences of primary teachers in teaching science in the distance education process. Approach: In the research, which was carried out using the case study design, which is one of the qualitative research methods, semi-structured interviews were conducted with 10 primary school teachers who were determined based on the purposive sampling method. Content analysis was used in the analysis of the data. Findings: According to the research findings, in the distance education process, the teachers adapted the strategy-method-techniques they used before according to the distance education process. Teachers have taken various measures to increase permanent learning, student motivation and interest. However, they also needed support during this process and had limited content development experience. Discussion: It is extremely important that teacher candidates are trained in terms of instructional technologies in classroom teacher training programs. In addition, if teachers need technological support, it is thought that appointing information technology teachers not only at secondary school level but also at primary school level institutions will contribute to the process in order to meet these needs.

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Perceptions of Primary School English Teachers Regarding Distance Education During the COVID-19 Pandemic: A Case Study in San Carlos, Costa Rica

Cited by 2 publications

References 3 publications

“Cansada, agobiada, frustrada”: Desafíos emocionales de docentes de inglés en primaria durante la pandemia: Estudio de caso en San Carlos, Costa Rica

“Cansada, agobiada, frustrada”: Desafíos emocionales de docentes de inglés en primaria durante la pandemia: Estudio de caso en San Carlos, Costa Rica

Investigation of Primary School Teachers' Experiences on Teaching Science in Distance Education Process

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