ABSTRACT
The pandemic caused by COVID-19 meant an important change in the approach to teaching-learning 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. © 2023, AUFOP. All rights reserved.
ABSTRACT
The experience of implementing a pedagogical device in a rural educational institution is presented. The objective is to contribute to the study of the incorporation of digital media in schools through the description and analysis of certain pedagogical adaptations that took place in remote teaching conditions due to Covid-19. Under the action-research approach in education, high school students were guided and accompanied in the creation of short videos on environmental promotion and sustainable development. From a qualitative analysis, the following were identified as important adaptations: 1) more flexible times, rhythms, and stages of teaching and learning;2) the agency and mobilization of digital skills by the teacher to strengthen the pedagogical relationship;and 3) the emphasis placed on the communicative aspects of digital media to favor the creation and expression of students. In general, a reflection on the resources, means and strategies that are needed to respond to the heterogeneity of educational scenarios or unprecedented conditions such as those generated by the pandemic is addressed.
ABSTRACT
The preservice teacher education assumes a predominant role in the quality of the educational process that must be assumed in public education policies, noting the importance of reflection on a variety of aspects, including the curriculum, teaching and learning methods, and pedagogical practices. To this end, this article aims to: i) present and compare the curriculum and study plans of two preservice teacher education programs in Portugal and Spain;ii) study the instructional methods used and hybrid learning format in these programs in pandemic time;and iii) analyze how their pedagogical practices are developed in post-pandemic time, particularly about the use of digital technologies and online education. As result, it is intended to obtain a characterization of the Masters of access to the teaching profession and analyze the way their curricula and instructional methods are developed. We also intend to draw conclusions about the effects of the Covid-19 pandemic on pedagogical practices, namely regarding how technologies can enable motivation, facilitate learning, and have a positive influence on pedagogical practices. © 2022, North American Business Press. All rights reserved.