ABSTRACT
During the COVID-19 pandemic, the education sector worldwide was affected. To minimize the problem, they put in place strategies to get virtual classrooms off to an optimal start. Also, teachers had to be trained, to be up to date with the context. Training must be asynchronous. In this sense, the objective of the research was to set up a model of teacher training through virtual courses. These courses consist of the teaching and learning strategy, teaching resources and materials, learning assessment system, curriculum planning and teacher induction. Virtual course prototypes have been completed for future implementation. The proposed model will provide those involved with a tool that optimizes the teaching and learning process. The methodology used in this research consisted, first, in analyzing the current situation and the proposal to be considered, and then in validating the model with experts in educational pedagogy and others in technological education. Likewise, a 10-question instrument was developed for expert validation of the proposed model, which resulted in an acceptance rate of 85.5%.
ABSTRACT
The first semester of the year 2020 was a changing period for Education in general due to the adaptation from face-to-face teaching to virtual teaching, both in conceptual and methodological aspects in the process of teaching-learning in all subjects, especially in math. In the process to get adopted from the face-to-face performance to a new virtual one, the assessment dimension has also taken a huge turn, mainly in those subjects that reflect the necessity to know how the students achieve their goals, for example, in problem-solving, in communication, interpretation, and representation, by using the appropriate symbols amid the virtuality, taking the risk that it could be an objective assessment instead of subjective assessment. In this research paper, you will find a descriptive analysis of these assessment processes.