Principales retos educativos de los profesores de la Unidad Académica del Norte del Estado de Nayarit durante la pandemia de COVID-19

Abstract

This article presents the educational problems and challenges that the teachers of the Academic Unit of the North of the State of Nayarit (UAEN) have manifested during the current health crisis derived from the pandemic with COVID-19, with the aim of documenting the experience and propose recommendations that rethink teaching practice. For its preparation, a questionnaire adapted from the instrument applied by the National Autonomous University of Mexico (UNAM, 2020) was used, which was applied to active teachers in the Academic Unit through a google form. In which statistical data of the personnel and the opinions of the participants are collected, related to this issue, which will allow the design of a series of actions aimed at improving the processes faced by educational institutions not only in higher education but in all the types and levels of education, but especially from the Autonomous University of Nayarit.

Challenges Faced by University Professors While Teaching Statistics Online During the COVID-19 Pandemic

“…That is, the modality was modified, but the usual practices of face-to-face work continued, including rigid schedules and the same number of program courses (Miguel Román, 2020). Confinement also forced professors to exchange the traditional classroom for a new personal space that affected their academic, social, and family dynamics, and brought on personal, economic, emotional, and health pressures (Chávez-Sánchez et al, 2020;Sánchez Mendiola et al, 2020).…”

“…To continue with their teaching practice, professors had to make use of technological platforms and digital tools (Sánchez Mendiola et al, 2020), a change that highlighted their needs and limitations in managing these technologies (Chávez-Sánchez et al, 2020). Similarly, deficiencies were evidenced in many educational institutions in terms of, for example, internet connectivity, lack of technological resources, and scarce didactic-creative training in the use of technologies for professors to allow professors to perform work virtually (García, 2021).…”