Enseñanza y aprendizaje remoto de emergencia y las competencias digitales del profesorado

Autores

DOI:

https://doi.org/10.24320/redie.2023.25.e29.5663

Palabras clave:

docente, escuela primaria, escuela secundaria, competencias del docente

Agencias de apoyo:

Fundação Para a Ciência e a 785 Tecnologia, I.P., proyecto UIDB/04372/2020 and UIDP/04372/2020.

Resumen

Los retos planteados por la pandemia de COVID-19 han obligado a una rápida movilización de las escuelas hacia las prácticas de enseñanza y aprendizaje remoto de emergencia (EARE) y las competencias digitales de los profesores han sido esenciales en este contexto. El presente estudio tiene por objetivo identificar las prácticas de EARE adoptadas en Portugal y la manera en que éstas fueron percibidas por profesores de alumnos de entre 3 y 18 años de edad. Se recopilaron datos a través de un cuestionario aplicado en línea en abril y mayo de 2020 a 329 profesores. La EARE se percibió como una oportunidad para el desarrollo de las competencias digitales tanto de los propios profesores como de sus alumnos. Los profesores valoraron el proceso de manera moderadamente positiva y manifestaron una experiencia de sobrecarga de trabajo. Las prácticas pedagógicas aplicadas por los profesores durante este periodo fueron variadas y diferían según el sexo, la autoevaluación de la competencia digital y el nivel educativo impartido. Los resultados señalan la importancia de la formación docente continua para lograr una educación a distancia de calidad.

Descargas

Los datos de descargas todavía no están disponibles.

Referencias

Aguilera, E., & Nightengale-Lee, B. (2020). Emergency remote teaching across urban and rural contexts: Perspectives on educational equity. Information and Learning Science, 121(5-6) 461-468. https://doi.org/10.1108/ILS-04-2020-0100

American Educational Research Association (AERA). (2011). Code of Ethics. Educational Researcher, 40(3), 145-156. https://doi.org/10.3102/0013189X11410403

Azevedo, J. (2020). COVID e educação: da emergência às oportunidades [COVID and education: from emergency to opportunities]. In. J. M. Alves, & I. Cabral (Eds.), Ensinar e aprender em tempo de COVID 19: entre o caos e a redenção (pp. 83-86). Faculdade de Educação e Psicologia da Universidade Católica Portuguesa. http://hdl.handle.net/10400.14/30705

Barbour, M. K., LaBonte, R., Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., Bond, M. A., Hill, P., & Kelly, K. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching (Technical Report). Canadian eLearning Network. http://hdl.handle.net/10919/101905

Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. Publications Office of the European Union. https://doi.org/10.2760/38842

Cheryan, S., Plaut, V. C., Handron, C., & Hudson, L. (2013). The stereotypical computer scientist: Gendered media representations as a barrier to inclusion for women. Sex Roles, 69, 58-71. https://doi.org/10.1007/s11199-013-0296-x

Conselho Nacional de Educação (2021). Educação Em Tempo de Pandemia: Problemas, Respostas e Desafios Das Escolas [Education in a time of pandemic: Problems, answers and challenges to schools]. CNE.

Coutinho, C. P. (2018). Metodologia de Investigação em Ciências Sociais e Humanas: Teoria e Prática [Research methodology in social and human sciences: Theory and practice] (2nd Edition). Almedina.

Creswell, J. W. (2013). Qualitative inquiry & research design (3rd Edition). Sage.

Creswell, J. W., & Plano, V. L. (2007). Designing and conducting mixed methods research. Sage.

Czerniewicz, L., Agherdien, N., Badenhorst, J., Belluigi, D., Chambers, T., Chili, M., de Villiers, M., Felix, A., Gachago, D., Gokhale, C., Ivala, E., Kramm, N., Madiba, M., Mistri, G., Mgqwashu, E., Pallitt, N., Prinsloo, P., Solomon, K., Strydom, S., Swanepoel, M., Waghid, F., & Wissing, G. (2020). A wake-up call: Equity, inequality and Covid-19 emergency remote teaching and learning. Postdigital Science and Education, 2, 946–967. https://doi.org/10.1007/s42438-020-00187-4

Dias-Trindade, S., Moreira, J. A., & Ferreira, A. G. (2021). Evaluation of the teachers’ digital competences in primary and secondary education in Portugal with DigCompEdu CheckIn in pandemic times. Acta Scientiarum. Technology, 43(1). https://doi.org/10.4025/actascitechnol.v43i1.56383

Direção Geral de Educação-Ministério da Educação (DGE). (2020a). Decreto-Lei n.º 14-G/2020, de 13 de abril. ROTEIRO - 8 Princípios orientadores para a implementação do ensino a distância (E@D) nas escolas [Law-Decree no. 14-G/2020, of April 13th. Road Map – 8 Guiding Principles for implementing distance learning in schools]. Diário da República, 1.ª série, N.º 72. https://bit.ly/3bxD6vw

Direção Geral de Educação-Ministério da Educação (DGE). (2020b). Formação para a docência digital e em rede [Training for digital and online teaching]. https://bit.ly/2Rp8WDR

Drossel, K., Eickelmann, B., & Gerick, J. (2017). Predictors of teachers' use of ICT in school – the relevance of school characteristics, teachers' attitudes and teacher collaboration. Education and Information Technologies, 22, 551-573. https://doi.org/10.1007/s10639-016-9476-y

European Commission. (2020). Digital Education Action Plan 2021-2027. Resetting education and training for the digital age (COM/2020/624 final). https://bit.ly/3hrHFLI

Falcó, J. M. (2017). Evaluación de la competencia digital docente en la comunidad autónoma de Aragón [Assessment of digital competence in teachers in the autonomous community of Aragon]. Revista Electrónica de Investigación Educativa, 19(4), 73-83. https://doi.org/10.24320/redie.2017.19.4.1359

Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe (Report EUR 26035, Y. Punie & B. Brečko, Eds.). European Commission/JRC. https://publications.jrc.ec.europa.eu/repository/handle/JRC83167

Flores, M. A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: National, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507-516. https://doi.org/10.1080/02607476.2020.1799709

Gebhardt, E., Thomson, S., Ainley, J., & Hillman, K. (2019). Gender differences in computer and information literacy. An in-depth analysis of data from ICILS (Vol. 8). IEA/Springer Open. https://doi.org/10.1007/978-3-030-26203-7

Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J.J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449. https://doi.org/10.1016/j.chb.2016.11.057

Graça, V., Silva, C., & Ramos, A. (2020). Ensino em tempos de pandemia: alguns desafios e olhares dos professores portugueses [Learning in times of pandemic: Some challenges and looks of Portuguese teachers]. Temas & Matizes, 14(25), 179-203.

Hill, P. (2020, March 31). Revised outlook for higher ed’s online response to COVID-19. PhilOnEdTech. https://bit.ly/2SYF55F

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://bit.ly/3hx5amz

Kaarakainen, M.T., Kivinen, O., & Vainio, T. (2018). Performance-based testing for ICT skills assessing: A case study of students and teachers' ICT skills in Finnish schools. Universal Access in the Information Society, 17, 349-360. https://doi.org/10.1007/s10209-017-0553-9

Kelly, K. (2020, April 9). Traversing the edge of chaos: Phase 1 and 2 preparations for post COVID-19 world. PhilOnEdTech. https://bit.ly/3bvgbRs

Kerr-Sims, S., & Baker, D.M. (2021). Faculty perceptions of teaching online during the COVID-19 university transition of courses to an online format. Journal of Teaching and Learning with Technology, 10(1), 337-353. https://doi.org/10.14434/jotlt.v10i1.31621

Khlaif, Z. N., Sallha, S., Affouneh, S., Rashed, H., & Elkimishy, L.A. (2020). The Covid-19 epidemic: teachers’ responses to school closure in developing countries. Technology, Pedagogy and Education, 30(1), 95-109. https://doi.org/10.1080/1475939X.2020.1851752

Lederman, D. (2020). How teaching changed in the (forced) shift to remote learning. Inside Higher Ed. https://bit.ly/2QrivSb

López-Vargas, O., Duarte-Suárez, L., & Ibáñez-Ibáñez, J. (2017). Teacher's computer self-efficacy and its relationship with cognitive style and TPACK. Improving Schools, 20(3), 264-277. https://doi.org/10.1177/1365480217704263

Markova, T. (2021). Educators’ and students’ perceptions of online distance education before and amid COVID-19: Key concerns and challenges. SHS Web of Conferences, 99. https://doi.org/10.1051/shsconf/20219901018

Pacheco, J.A., Morgado, J.C., Sousa, J., & Maia, I.B. (2021). Educação básica e pandemia. Um estudo sobre as perceções dos professores na realidade portuguesa [Basic education and pandemic. A study about teachers’ perceptions in the Portuguese reality]. Revista Iberoamericana de Educación, 86(1), 187-204. https://doi.org/10.35362/rie8614346

Portillo, J., Garay, U., Tejada, E., & Bilbao, N. (2020). Self-perception of the digital competence of educators during the COVID-19 pandemic: A cross-analysis of different educational stages. Sustainability, 12(23), 10128. https://doi.org/10.3390/su122310128

Rädiker, S., & Kuckartz, U. (2019). Analyzing qualitative data with MAXQDA. Springer.

Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu (Y. Punie, Ed.). Joint Research Centre. https//doi.org/10.2760/159770

Rubach, C., & Lazarides, R. (2021). Addressing 21st-century digital skills in schools – Development and validation of an instrument to measure teachers' basic ICT competence beliefs. Computers in Human Behavior, 118. https://doi.org/10.1016/j.chb.2020.106636

Sá, M. J., & Serpa, S. (2020). The global crisis brought about by SARS-CoV-2 and its impacts on education: An overview of the Portuguese panorama. Science Insights Education Frontiers, 5(2), 525-530. https://doi.org/10.15354/sief.20.ar039

Seabra, F., Abelha, M., Teixeira, A., & Aires, L. (2022). Learning in troubled times: Parents’ perspectives on emergency remote teaching and learning. Sustainability, 14(1), 301. https://doi.org/10.3390/su14010301

Seabra, F., Teixeira, A., Abelha, M., & Aires, L. (2021). Emergency remote teaching and learning in Portugal: Preschool to secondary school teachers’ perceptions. Education Sciences, 11(7), 349. https://doi.org/10.3390/educsci11070349

Suarez, J. M., Almerich, G., Orellana, N., & Belloch, C. (2012). El uso de las TIC por el profesorado no universitario. Modelo básico e influencia de factores personales y contextuales [The use of ICTs by non-university teachers. Basic model and influence of personal and contextual factors]. Revista Iberoamericana de Evaluación Educativa, 5(1e). https://revistas.uam.es/riee/article/view/4440

Vieira, M., & da Silva, C. (2020). A Educação no contexto da pandemia de COVID-19: uma revisão sistemática de literatura [Education in the context of the COVID-19 pandemic: A systematic literature review]. Brazilian Journal of Computers in Education, 28, 1013-1031. https://doi.org/10.5753/RBIE.2020.28.0.1013

Descargas

Visitas a la página del resumen del artículo: 1296

Publicado

2023-12-22

Artículos similares