La práctica docente frente al COVID-19: experiencias y políticas emergenciales en Ecuador y España
DOI:
https://doi.org/10.14244/198271996126Palabras clave:
Prácticas pedagógicas, Entornos educativos, COVID-19, Educación.Resumen
La irrupción en la cotidianidad de la COVID-19 supuso una transformación sin precedentes en los modos de relación a nivel global, que afectó de manera significativa a la educación. Este artículo caracteriza las adaptaciones pedagógicas realizadas por los docentes y directivos durante las etapas de confinamiento y semipresencialidad, con el interés de analizar su viabilidad en contextos de “nueva normalidad”. Para responder a este objetivo, se ha desarrollado una investigación cualitativa con 20 docentes y directivos de instituciones educativas de educación primaria y secundaria de Ecuador y España. A través de entrevistas semiestructuradas y en profundidad, este trabajo explora los problemas y soluciones desplegadas por los docentes y directivos, indagando también en cómo la diversidad de percepciones sobre la práctica se ha modulado de acuerdo a criterios tales como los años de experiencia docente, la competencia digital de los profesores, el régimen de financiación de la institución, la disponibilidad de recursos y el acceso a planes de formación en los centros. El artículo muestra cómo en el caso de España el regreso a la “nueva normalidad” ha significado un retorno a las prácticas centradas en el docente y la exposición magistral de contenidos, incorporando el apoyo puntual de las plataformas digitales. Por su parte, el texto evidencia cómo en Ecuador existe una mayor predisposición al desarrollo de estrategias flexibles, si bien esta se encuentra limitada por la propia capacidad presupuestaria de los centros para ampliar la infraestructura necesaria para garantizar las modalidades híbridas.
Métricas
Citas
ABU TALIB, Manar; BETTAYED, Anissa. M.; OMER, Razan. I. Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review. Education and Information Technologies, v. 26, p. 6719-6746, 2021. https://doi.org/10.1007/s10639-021-10507-1.
AINI, Qurotul; BUDIARTO, Mukti; PUTRA, P. O. H.; RAHARDJA, Untung. Exploring E-learning Challenges During the Global COVID-19 Pandemic: A Review. Jurnal Sistem Informasi (Journal of Information System), v. 16, n. 2, p. 57-65, 2020. https://doi.org/10.21609/jsi.v16i2.1011.
ALEA, Aris; FABREA, Frosyl; ROLDAN, Dave Arthur; ALAM, Zeba. Teachers' Covid-19 Awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, v. 19, n. 6, p. 127-144, 2020. https://doi.org/10.26803/ijlter.19.6.8.
ANDRADE-VARGAS, Lucy; ESTEVAO-ROMEIRO, Artieres; IRIARTE-SOLANO, Margoth; RIOFRIO-LEIVA, Vicente; YUNGA-GODOY, Deisi. (2021). Teacher's perceptions, institutional challenges, and educational sustainability during Covid-19 in Ecuador. Heliyon, v. 7, n. 12, e08596, 2021. https://doi.org/10.1016/j.heliyon.2021.e08596.
ASSUNÇÃO FLORES, Maria; GAGO, Marília. Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, v. 46, n. 4, p. 507-516, 2020. https://doi.org/10.1080/02607476.2020.1799709.
BATICULON, Ronnie E.; SY, Jinno Jenkin; ALBERTO, Nicole Rose I.; BARON, Maria B.; MABULAY, Robert E.; RIZADA, Lloyd G.; TIU, Chtistl J.; CLARION, Charlie A.; REYES, John C. Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. Medical science educator, v. 31, p. 615-626, 2021. https://doi.org/10.1007/s40670-021-01231-z.
BAKER, Courtney M.; PEELE, Haley; DANIELS, Monica; SAYBE, Megan; WHALEN, Kathleen, OVERSTREET, Stacy; Trauma-Informed Schools Learning Collaborative The New Orleans. The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching, School Psychology Review, v. 50, n. 4, p. 491-504, 2021. https://doi.org/10.1080/2372966X.2020.1855473.
CAZORLA, Sebastián. Más de 2.500 docentes mejoran su Competencia Digital gracias a HP y AMD. Magisterio. Disponible en: https://bit.ly/3LzJANe Acceso en: 19 de marzo de 2023.
CHEN, Tinggui; PENG, Lijuan; YIN, Xiaohua; RONG, Jingtao; YANG, Jianjun; CONG, Guodong. Analysis of user satisfaction with online education platforms in China during the COVID-19 pandemic. Healthcare, v. 8, n. 3, 200, 2020. https://doi.org/10.3390/healthcare8030200.
CHRISTOPOULOS, Athanasios; SPRANGERS, Pieter. Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education, v. 8, n. 1. Article: 1964690, 2021. https://doi.org/10.1080/2331186X.2021.1964690.
CONDE-CABALLERO, David; RIVERO-JIMÉNEZ, Borja; MARIANO-JUÁREZ, Lorenzo. Memories of hunger, continuities, and food choices: An ethnography of the elderly in extremadura (Spain). Appetite, v. 164, n. 1, 105267, 2021. https://doi.org/10.1016/j.appet.2021.105267.
CRAWFORD, Joseph; BUTLER-HENDERSON, Kerryn; RUDOLPH, Jürgen; MALKAWI, Bashar; GLOWATZ, Matt; BURTON, Rob; MAGNI, Paulo; LAM, Sophia. COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, v. 3, n. 1, p. 1-20, 2020. https://doi.org/10.37074/jalt.2020.3.1.7.
DANIEL, John. Education and the COVID-19 pandemic. Prospects, v. 40, p.91-96, 2020.
DEMUYAKOR, John. Coronavirus (COVID-19) and online learning in higher institutions of education: A survey of the perceptions of Ghanaian international students in China. Online Journal of Communication and Media Technologies, v. 10, n. 3, e202018, 2020. https://doi.org/10.29333/ojcmt/8286.
DÍAZ DE RADA, Ángel. El taller del etnógrafo. Materiales y herramientas de investigación en etnografía. Madrid, España: UNED, 2011, 425 p.
FAJRI, Faenol; BAHARUN, Hasan; MUALI, Chusnul; FARIDA, Lilik; WAHYUNINGTIYAS, Yulis. Student’s Learning Motivation and Interest; The Effectiveness of Online Learning during COVID-19 Pandemic. Journal of Physics: Conference Series, 1899, 012178, 2021. https://doi.org/ 10.1088/1742-6596/1899/1/012178.
GARCÍA ARETIO, Lorenzo. COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento. RIED - Revista Iberoamericana de Educación a Distancia, v. 24, n. 1, p. 09-32, 2021. doi: http://dx.doi.org/10.5944/ried.24.1.28080.
HAST, Michael. Higher education in times of Covid-19: Giving online feedback implementation another look. Higher Education Studies, v. 11, n. 1, p. 1-7, 2021. https://doi.org/10.5539/hes.v11n1p1.
HERNÁNDEZ SAMPIERI, Roberto; FERNÁNDEZ COLLADO, Carlos; BAPTISTA LUCIO, Pilar. (2014). Metodología de la investigación, Sexta edición. México D.F.: McGraw-Hill Interamericana, 2014, 634 p.
HODGES, Charles; MOORE, Stephanie; LOCKEE; Barb; TRUST, Torrey; BOND, Aaron. The Difference Between Emergency Remote Teaching and Online Learning. Disponible en: https://bit.ly/3sUqrLF Acceso en: 26 de mayo de 2022.
IESALC-UNESCO. (2020). El coronavirus COVID-19 y la educación superior: impacto y recomendaciones. Disponible en: https://bit.ly/3tfefW5 Acceso en: 3 de junio de 2022.
KAPASIA, Nanigopal; PINTU, Paul; ROY, Avijit; SAHA, Jay; ZAVERI, Ankita; MALLICK, Rahul; BARMAN, Bikash; DAS, Prabir; CHOUHAN, Pradip. Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and Youth Services Review, v. 116, 105194, 2020. https://doi.org/10.1016/j.childyouth.2020.105194.
LONG, Emily; PATTERSON, Susan; MAXWELL, Karen; BLAKE, Carolyn; BOSÓ, Raquel; LEWIS, Ruth; MCCANN, Mark; RIDDEL, Julie; SKIVINGTON, Kathryn; WILSON-LOWE, Rachel; MITCHELL, Kirstin R. COVID-19 pandemic and its impact on social relationships and health. Journal of Epidemiology & Community Health, v. 76, n. 2, p. 128-132, 2022. http://doi.org/10.1136/jech-2021-216690.
LOZANO, Edwin Vinicio; AMORES, Rocío; OLMEDO, Carmen Marcela. Competencias digitales docentes en el proceso de enseñanza-aprendizaje en tiempos de covid-19. Revista Cátedra, Serie Paper Universitario, p. 1-17, 2021.
MCBURNIE, Chris. The Use of Virtual Learning Environments and Learning Management Systems During the Covid-19 Pandemic (EdTech Hub Helpdesk Request No. 7). EdTech Hub. Disponible en: https://docs.edtechhub.org/lib/53YEZE6A Acceso en: 15 de abril de 2022.
MEO, Analia I.; DABENIGNO, Valeria. Teletrabajo docente durante el confinamiento por COVID-19 en Argentina. Condiciones materiales y perspectivas sobre la carga de trabajo, la responsabilidad social y la toma de decisiones. RASE - Revista de Sociología de la Educación, v. 14, n. 1, p. 103-127, 2021. https://doi.org/10.7203/RASE.14.1.18221.
MSELEKU, Zethembe. A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic. Internationl Journal of Innovative Science and Research Technology, v. 5, n. 10, p. 588-597, 2020.
NACIRI, Aziz; AMINE BABA, Mohamed; ACHBANI, Abderrahmane; KHARBACH; Ahmed. Mobile learning in Higher education: Unavoidable alternative during COVID-19. Aquademia, v. 4, n. 1, ep20016, 2020. https://doi.org/10.29333/aquademia/8227.
NEUMANN, Cecilie B.; NEUMANN, Iver B. Interview techniques. In power, culture and situated research methodology. Londres: Palgrave MacMillan, 2018, p. 115. https://doi.org/10.1007/978-3-319-59217-6.
PALMA-VASQUEZ, Claudia; CARRASCO, Diego; HERNANDO-RODRIGUEZ, Julio C. Mental Health of Teachers Who Have Teleworked Due to COVID-19. European Journal of Investigation Health, Psychology Education, v. 11, n. 2, p. 515-528, 2021. https://doi.org/10.3390/ejihpe11020037.
PARKER, Charlie; SCOTT, Sam; GEDDES, Alistair. (2019). Snowball sampling. Newcastle: SAGE, 2019.
POKHREL, Sumitra; CHTERI, Roshan. A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, v. 8, n. 1, p. 133-141, 2021. https://doi.org/10.1177/2347631120983481.
PORTILLO, Javier; GARAY, Urtza; TEJADA, Eneko; BILBAO, Naiara. Self-Perception of the Digital Competence of Educators during the COVID-19 Pandemic: A Cross-Analysis of Different Educational Stages. Sustainability, v. 12, n. 23, 10128, 2020. https://doi.org/10.3390/su122310128.
RAHAMAN, Mohammad; ISLAM, Shahidul; KHAN, Abdullah; SARKER, Bibhuti; MUMTAZ, Ayesha. (2020). Understanding “Quarantine,” “Social Distancing,” and “Lockdown” during “COVID-19” Pandemic in Response to Global Health: A Conceptual Review. Open Journal of Social Sciences, v. 8, p. 283-305, 2020. http://doi.org/10.4236/jss.2020.810019.
RINCON-FLORES, Elvira G.; SANTOS-GUEVARA, Brenda N. Gamification during Covid-19: Promoting active learning and motivation in higher education. Australasian Journal of Educational Technology, v. 37, n. 5, p. 43-63, 2021. https://doi.org/10.14742/ajet.7157.
SÁ, María José; SERPA, Sandro. COVID-19 and the Promotion of Digital Competences in Education. Universal Journal of Educational Research, v. 8, n. 10, p. 4520-4528, 2020. https://doi.org/10.13189/ujer.2020.081020.
SARI, Tamer; NAYIR, Funda. Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, v. 9, n. 3, p. 328-360, 2020. https://doi.org/10.17583/qre.2020.5872.
SALADINO, Valeria; ALGERI, Davide; AURIEMMA, Vincenzo. The Psychological and Social Impact of Covid-19: New Perspectives of Well-Being. Frontiers in Psychology, 11, 577684, 2020. http://doi.org/10.3389/fpsyg.2020.577684.
SINGH, Vandana; THURMAN, Alexander. How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, v. 33, n. 4, p. 289–306, 2019. https://doi.org/10.1080/08923647.2019.1663082.
TADESSE, Seble; MULUYE, Worku. The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review. Open Journal of Social Sciences, v. 8, p. 159-170, 2020. https://doi.org/10.4236/jss.2020.810011.
TAKAFAK, Ragad M.; MALIK, Sohail Iqbal; ALFARSI, Ghaliya. Impact of Technologies During the COVID-19 Pandemic for Improving Behavioral Intention to Use E-Learning. International Journal of Information and Communication Technology Education, v. 17, n. 3, p. 137-150, 2021. https://doi.org/ 10.4018/IJICTE.20210701.oa9.
THORNBERG, Robert. (2012). Informed Grounded Theory. Scandiavian Journal of Educational Research, v. 56, n. 3, p. 243-259, 2012. https://doi.org/10.1080/00313831.2011.581686.
TIGAA, Rodney A.; SONAWANE, Swapnil L. An International Perspective: Teaching Chemistry and Engaging Students During the COVID-19 Pandemic. Journal of Chemical Education, 97, 3318−3321, 2020. https://dx.doi.org/10.1021/acs.jchemed.0c00554.
VALDIVIESO GUERRERO, Tania Salomé; GONZÁLES GALÁN, María Ángeles. Competencia digital docente: ¿dónde estamos? Perfil del docente de educación primaria y secundaria. El caso de Ecuador. Píxel-Bit - Revista de Medios y Educación, n. 49, p. 57-73, 2016. http://dx.doi.org/10.12795/pixelbit.2016.i49.04.
WEISSMANN, Yaël; USEINI, Mirdita; GOLDHAHN, Jörg. COVID-19 as a chance for hybrid teaching concepts. GMS Journal for Medical Education, v. 38, n. 1, 12, 2021. https://doi.org/10.3205/zma001408.
WHO. World Health Organization. COVID-19: cronología de la actuación de la OMS. Disponible en: https://bit.ly/3NMeOyu Acceso en: 12 de mayo de 2022.
ZHANG, Wunong; WANG, Yuxin; YANG, Lili; WANG; Chuanyi. Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 Outbreak. Journal of Risk and Financial Management, v. 13, n. 3 55, 2020. https://doi.org/10.3390/jrfm13030055.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Licença CC-BY-NC
(Atribuição Não Comercial)
Essa licença permite, exceto onde está identificado, que o usuário final remixe, adapte e crie a partir do seu trabalho para fins não comerciais, sob a condição de atribuir o devido crédito e da forma especificada pelo autor ou licenciante.
##plugins.generic.dates.accepted## 2023-03-11
##plugins.generic.dates.published## 2023-08-29
