Publication: Desafíos de la adaptación a la docencia online durante la pandemia por COVID-19 en Educación Secundaria Obligatoria
Authors
García Gil, Desirée ; Muñoz Muñoz, Alberto ; Alonso García, David
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
La pandemia originada por la COVID-19 supuso un cambio
importante en el planteamiento de las estrategias de
enseñanza-aprendizaje de todos los niveles educativos, ya
que de forma forzada hubo que adaptar el modelo
presencial a otros modelos híbrido u online. Diferentes
informes nacionales e internacionales abogaron por llevar a
cabo dicha transformación en beneficio de todo el
alumnado, independientemente de las medidas sanitarias.
La presente investigación pretende analizar la variabilidad
de metodologías docentes del profesorado de Educación
Secundaria Obligatoria y Bachillerato en formato presencial
con las acciones didácticas emprendidas para el desarrollo
de actividades online durante el período de confinamiento
del curso 2019-2020 en centros de la Comunidad de
Madrid. Para ello, se diseñó un cuestionario que, de manera
online, se envió a todos los centros en los que los alumnos
del Máster de Formación del Profesorado (UCM) realizaban
sus Prácticas curriculares, obteniendo un total de 226
respuestas. Para el análisis de datos, se llevó a cabo un
modelo analítico descriptivo, utilizando un diseño
transversal para determinar diferencias entre los
integrantes de la muestra. Las conclusiones ponen de
manifiesto que el bajo uso de recursos digitales en el aula de
manera habitual se relaciona con el incremento de
dificultades y de incomodidad del profesorado para
afrontar situaciones de docencia virtual. A su vez, las
dificultades e incomodidad de los docentes más jóvenes son
similares a la de los docentes más mayores, por lo que son
necesarios algunos años de experiencia en el centro
educativo para implementar la docencia virtual.
The pandemic caused by COVID-19 meant an important change in the approach to teachinglearning strategies at all educational levels, since the face-to-face model had to be forcedly adapted to other hybrid or online models. Different national and international reports advocated carrying out this transformation for the benefit of all students, regardless of health measures. This research aims to analyze the variability of teaching methodologies of Compulsory Secondary Education and Baccalaureate teachers in face-to-face format with the didactic actions undertaken for the development of online activities during the confinement period of the 2019- 2020 academic year in centers of the Community of Madrid. For this, a questionnaire was designed that, online, was sent to all the centers in which the students of the Master's Degree in Teacher Training (UCM) carried out their curricular practices, obtaining a total of 226 responses. For data analysis, a descriptive analytical model was carried out, using a cross-sectional design to determine differences between the members of the sample. The conclusions show that the low use of digital resources in the classroom on a regular basis is related to the increase in difficulties and discomfort of teachers in facing virtual teaching situations. In turn, the difficulties and discomfort of the younger teachers is similar to that of the older teachers, so some years of experience in the educational center are necessary to implement virtual teaching.
The pandemic caused by COVID-19 meant an important change in the approach to teachinglearning strategies at all educational levels, since the face-to-face model had to be forcedly adapted to other hybrid or online models. Different national and international reports advocated carrying out this transformation for the benefit of all students, regardless of health measures. This research aims to analyze the variability of teaching methodologies of Compulsory Secondary Education and Baccalaureate teachers in face-to-face format with the didactic actions undertaken for the development of online activities during the confinement period of the 2019- 2020 academic year in centers of the Community of Madrid. For this, a questionnaire was designed that, online, was sent to all the centers in which the students of the Master's Degree in Teacher Training (UCM) carried out their curricular practices, obtaining a total of 226 responses. For data analysis, a descriptive analytical model was carried out, using a cross-sectional design to determine differences between the members of the sample. The conclusions show that the low use of digital resources in the classroom on a regular basis is related to the increase in difficulties and discomfort of teachers in facing virtual teaching situations. In turn, the difficulties and discomfort of the younger teachers is similar to that of the older teachers, so some years of experience in the educational center are necessary to implement virtual teaching.
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