Aprender a enseñar en tiempos de COVID 19: una taxonomía de dificultades tecnológicas vividas por estudiantes de pedagogía en inglés
DOI:
https://doi.org/10.51660/ripie.v2i1.86Keywords:
educación remota de emergencia, educación a distancia, educación online, formación inicial docenteAbstract
La pandemia del COVID-19 ha acelerado nuestra relación con el conocimiento a través de la tecnología digital y las modalidades de la educación a distancia. En el caso de la formación inicial docente, las restricciones sanitarias impuestas, así como desplazaron el lugar de la escuela a los domicilios de cada participante, de igual forma transformaron el espacio de práctica y ensayo profesional de profesores en formación a lo largo del globo. El estudio propone una investigación de tipo cualitativa exploratoria para conocer las diversas dificultades tecnológicas presentes en el ambiente de enseñanza virtual, en un contexto de educación remota de emergencia en una universidad chilena. A través de entrevistas semiestructuradas y grupos focales, los relatos de los propios participantes fueron procesados mediante doble codificación, lo que decantó en una identificación inicial de dificultades que luego fueron procesadas como categorías o tipos de dificultad. Los hallazgos reportan dificultades que abarcan desde el acceso a los dispositivos, hasta problemáticas de licenciamiento, capital cultural, seguridad en la red, capacitación en uso de las tecnologías, entre otros. El estudio pretende ser un aporte en la discusión académica respecto a los nuevos espacios de ejercicio de la profesión docente, así como también en la reflexión en torno a los cambios ocurridos en los ambientes para la formación inicial y la práctica profesional.
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