Transformaciones en las prácticas educativas en contextos de COVID-19. Percepciones de un grupo de docentes argentinos

Elisondo, Romina Cecilia

doi:10.15517/aie.v21i3.48180

Cited by 7 publications

(13 citation statements)

References 11 publications

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“…For Filiz and Konukman (2020), on the educational challenges that present themselves in the pandemic, schools in Europe and the United States quickly organized themselves to continue learning through distance learning tools with ERT. A similar movement is presented in Elisondo (2021) investigation of teachers from Argentina, in the context of South America. This way, in Brazil, in 2020, the Ministry of Education decreed the replacement of face-to-face classes with classes in digital media.…”

Section: Impact Of Covid-19 On Educationsupporting

confidence: 61%

“…(Lau, private school) For Hodges et al (2020), ERT is making teachers rethink their practices to use these experiences in the future. Likewise, Elisondo (2021) identifies in his investigation in the Argentine context, that significant learning is related to the appropriation of technological resources, contributing to the acquisition of relevant competencies to solve complex problems of the teachers. Wahl-Alexander and McMurray (2021), from Northern Illinois University, emphasize that the teacher can use technologies for gamification of PE classes, being a resource that brings motivation and student engagement, being a positive element in learning.…”

Section: Aspects Of Emergency Remote Teachingmentioning

confidence: 99%

“…The same is pointed out by Jeong and So (2020) in a study carried out in Korea, when the authors reported that the sudden adoption of remote teaching left teachers struggling with teaching methods, which they were not used to, forcing them to use trial and error teaching methods. Equally, Elisondo (2021) identifies different difficulties experienced by Argentine teachers as a result of the ERT. In this regard, Maria exemplifies:…”

Section: Aspects Of Emergency Remote Teachingmentioning

confidence: 99%

“…One year after the beginning of the pandemic, with more than half of the world's students affected by the partial or complete closure of schools, UNESCO warned of the need to think about an educational recovery, in order to avoid a generational crisis in education (Unesco, 2021). Therefore, considering alternatives that minimize the effects of the COVID-19 pandemic presented a challenge to countries, which, in this effort, evaluated the remote class format as a possibility (Elisondo, 2021;Filiz and Konukman, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…ERT represents a challenge, especially for practical subjects, in which interaction and socialization are normally encouraged, such as Physical Education classes (PE). In addition, other investigations point to the educational inequalities that can be expanded due to the restricted access to technology experienced by some portions of the population (Chaverri, 2021;Elisondo, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of Physical Education teachers from a metropolitan region of southern Brazil about the repercussions of the COVID-19 on their pedagogical practices

Cunha

Martins²,

Luiz³

et al. 2022

Act. Inv. en Educ.

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The COVID-19 pandemic has had an impact around the world, impacting various sectors of society, including education and consequently school physical education. In this way, we sought to investigate, through a descriptive-exploratory field research, with a qualitative approach to the data, the perceptions of Physical Education teachers from a metropolitan region of southern Brazil about the repercussions of the pandemic on their pedagogical practices. To this end, sixteen teachers participated in this study, nine from the public school system and seven from the private network, through semi-structured interviews, online, during the months of June and July 2021. The data, which were organized through the NVivo-12 software and analyzed by the content analysis technique, point to difficulties, facilities and learning resulting from experiences during the pandemic. Aspects of emergency remote teaching, the application of security protocols in physical education classes and the potential of physical education for students in the current and future context were addressed. From these findings it was possible to verify that these teachers needed, more than ever, to develop their adaptive skills. This is because this study demonstrated that Physical Education classes were the only time when children are out of the classroom, being perceived as a moment of liberation, after experiencing the restrictions imposed by the pandemic, considering that these teachers provide feelings of lightness, joy, and manifestation of expressions. Thus, the findings of this study can contribute to reflections and overcoming of future challenges related to the teaching of School Physical Education. For this, future research is needed to verify how these consequences are reverberating over time.

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Section: Impact Of Covid-19 On Educationsupporting

confidence: 61%

Section: Aspects Of Emergency Remote Teachingmentioning

confidence: 99%

Section: Aspects Of Emergency Remote Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perceptions of Physical Education teachers from a metropolitan region of southern Brazil about the repercussions of the COVID-19 on their pedagogical practices

Cunha

Martins²,

Luiz³

et al. 2022

Act. Inv. en Educ.

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As emoções dos professores da Faculdade de Biblioteconomia e Ciências Arquivísticas da UNAM em tempos de COVID-19

Guevara Villanueva,

Rosas Gutiérrez,

Zamora Cruz

et al. 2023

Bibliotecas

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El artículo presenta parte de los resultados de una encuesta aplicada a 115 docentes a finales del 2021 y principios del 2022 adscritos al Colegio de Bibliotecología y Archivología de la Facultad de Filosofía y Letras de la Universidad Nacional Autónoma de México. El objetivo fue conocer las emociones implicadas en el proceso de enseñanza en línea durante y al finalizar el confinamiento a partir de cuatro ejes temáticos: espacio físico; equipo tecnológico y conexión a Internet; interacción con los estudiantes y pospandemia. Los resultados mostraron en los profesores universitarios una mayor frecuencia de emociones positivas que negativas en relación con el espacio físico y con el equipo tecnológico y conexión a Internet, lo que permite inferir un estado emocional favorable. Asimismo, manifestaron empatía y solidaridad hacia las problemáticas que afectan la interacción con sus alumnos. Sin embargo, a pesar de que existe una emoción positiva por el retorno a las clases presenciales, aún en una modalidad híbrida, ellos reafirmaron la importancia de contar con apoyo especializado en el manejo de las emociones.

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Docentes en pandemia. Actitudes hacia las tecnologías y percepciones de la enseñanza virtual

Chiecher

2022

Act. Inv. en Educ.

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El artículo describe cambios en las actitudes hacia las TIC (Tecnologías de la información y la Comunicación) en docentes universitarios. Contrasta dos momentos temporales: antes de y a partir de la pandemia. Asimismo, describe percepciones positivas y negativas del profesorado en relación con la enseñanza virtual en el contexto de emergencia. Con sustento en un enfoque mixto, se recogieron y analizaron datos tanto cuantitativos como cualitativos. La muestra está conformada por dos grupos de docentes (110 personas), de distintas áreas disciplinares y universidades de Argentina. Los datos fueron recogidos mediante la administración de un cuestionario de autoinforme, integrado por 15 ítems relativos a actitudes hacia las TIC, que requerían respuestas con base en escalas Likert. Adicionalmente, se formularon 2 preguntas de respuesta abierta que solicitaban mencionar aspectos positivos y negativos de la enseñanza virtual en la emergencia. Los resultados evidencian cambios en las actitudes hacia las TIC. Se observa una evolución hacia una visión más positiva u optimista de las tecnologías. Las percepciones del profesorado acerca de la enseñanza virtual destacaron sus aspectos positivos. La consideraron como posibilitadora de la continuidad pedagógica, promotora de autorregulación en el estudiantado y favorecedora de una mejor gestión del tiempo. Entre los aspectos negativos, emergió también la dimensión temporal, principalmente asociada a la fuerte exigencia de planificación, organización y regulación efectiva del tiempo en la virtualidad. Asimismo, se señalaron como aspectos negativos, la falta de contacto entre docentes y estudiantes, los problemas de conectividad y la imposibilidad de concretar actividades prácticas. Se espera que los resultados representen insumos valiosos para el diseño de prácticas educativas en la etapa de nueva normalidad.

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Transformaciones en las prácticas educativas en contextos de COVID-19. Percepciones de un grupo de docentes argentinos

Cited by 7 publications

References 11 publications

Perceptions of Physical Education teachers from a metropolitan region of southern Brazil about the repercussions of the COVID-19 on their pedagogical practices

Perceptions of Physical Education teachers from a metropolitan region of southern Brazil about the repercussions of the COVID-19 on their pedagogical practices

As emoções dos professores da Faculdade de Biblioteconomia e Ciências Arquivísticas da UNAM em tempos de COVID-19

Docentes en pandemia. Actitudes hacia las tecnologías y percepciones de la enseñanza virtual

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