COVID-19大流行期间教学实践的转变:管理者和教师对幼儿教育培训的看法

Q2 Social Sciences

Formacion Universitaria Pub Date : 2022-04-01 DOI:10.4067/s0718-50062022000200021

D. L. Cárdenas, N. J. Hernandez, J. García-Díaz

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引用次数: 1

摘要

本研究的目的是评估新冠肺炎大流行限制带来的教学实践的转变。这项研究是定性的，叙述的方法和技巧是半结构化的访谈。结果表明，教师培训、课堂实践评估和师生关系是发生最显著变化的领域。为继续培训学生而实施的改革旨在遵循政策。然而，对这些修改既没有批判的立场，也没有反思的立场。结论是，教育实践因社会孤立和教育机构关闭而改变，因为它是为面对面教学而设计的，而不是为在线教育而设计的。

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Transformaciones de la práctica pedagógica durante la pandemia por COVID-19: percepciones de directivos y docentes en formación en educación infantil

The objective of this study is to assess the transformations of pedagogical practice derived from COVID-19 pandemic confinement. The study is qualitative and the narrative method and the technique applied is a semi-structured interview. The results indicate that teacher training, classroom practices assessment, and teacher-student relationships are the areas in which the most significant changes occur. The changes implemented to continue training of students are oriented to follow policy. However, there is no critical nor reflective stance about the modifications. It is concluded that pedagogical practice is transformed by social isolation and by closure of educational institutions since it was designed for face-to-face teaching and learning and not for online education.

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来源期刊

Formacion Universitaria Social Sciences-Education

CiteScore

2.80

自引率

0.00%

发文量

期刊介绍： Formación Universitaria es una revista internacional electrónica y arbitrada, y acepta artículos originales en todas las áreas relacionadas con el trabajo académico en Universidades, y en particular aquellos relacionados con la enseñanza de la ingeniería y las ciencias. Es condición obligatoria que los artículos sean producto de trabajos de investigación o de reflexión documentada y que tengan un impacto relevante en el desarrollo y mejoramiento de la formación universitaria en Ibero América. Sin excluir otros temas, la revista acepta artículos relacionados con: formación general, enseñanza de las ciencias básicas y de las tecnologías, educación continua y de posgrado, educación basada en competencias, modificación de programas, desarrollo de nuevos laboratorios, nuevas técnicas de enseñanza, perfeccionamiento y mejoramiento de la docencia, impacto de las nuevas tecnologías, enseñanza virtual, globalización y enseñanza, nuevas necesidades educativas, evaluación y jerarquización, acreditación, gestión y evaluación de la docencia, y práctica profesional, entre otros.