Pub Date : 2021-03-27DOI: 10.5944/REEC.38.2021.28867
K. Gajardo-Asbún, E. Paz-Maldonado, G. Salas
Higher education institutions have been temporarily closed due to the COVID-19 pandemic and ceased to operate in person, causing worldwide multiple changes in teacher training, which has included a transformation in teaching methodologies, affected academics of this area This article addresses the conceptions of academics and teacher educators who teach pedagogy in the current context of pandemic in three regions of the central-southern macrozone of Chile The study is carried out through a comparative and interpretive perspective Semi-structured interviews were applied to teacher educators from the following Chilean regions: Maule, Nuble and Bio Bio The results show a high similarity in the conceptions of the teacher educators of the three regions, revealing emotions of empathy with their students, situations related to adversities in the teaching-learning process and perceived work stress At the same time, there are various challenges that trainers must face to guarantee quality in the preparation of future teachers The conclusions of the work suggest that the new educational modality has generated concerns in teacher educators, since it requires a series of resources that a part of the student body does not have and that hinders the development of educational actions The study suggests that the need emerges for educational policies to deploy various protocols for crisis situations and health emergencies In addition, the importance of deepening research related to the effects of COVID-19 in higher education and teacher training is highlighted, along with the need of conducting studies on academicians and teacher educators who are the main actors in the initial education of future teachers They surely play a decisive role in the training of future teachers
{"title":"Concepciones de los formadores de profesores a partir de la COVID-19. Un estudio comparativo en tres regiones de Chile Conceptions of teacher trainers from COVID-19. A comparative study in three regions of Chile","authors":"K. Gajardo-Asbún, E. Paz-Maldonado, G. Salas","doi":"10.5944/REEC.38.2021.28867","DOIUrl":"https://doi.org/10.5944/REEC.38.2021.28867","url":null,"abstract":"Higher education institutions have been temporarily closed due to the COVID-19 pandemic and ceased to operate in person, causing worldwide multiple changes in teacher training, which has included a transformation in teaching methodologies, affected academics of this area This article addresses the conceptions of academics and teacher educators who teach pedagogy in the current context of pandemic in three regions of the central-southern macrozone of Chile The study is carried out through a comparative and interpretive perspective Semi-structured interviews were applied to teacher educators from the following Chilean regions: Maule, Nuble and Bio Bio The results show a high similarity in the conceptions of the teacher educators of the three regions, revealing emotions of empathy with their students, situations related to adversities in the teaching-learning process and perceived work stress At the same time, there are various challenges that trainers must face to guarantee quality in the preparation of future teachers The conclusions of the work suggest that the new educational modality has generated concerns in teacher educators, since it requires a series of resources that a part of the student body does not have and that hinders the development of educational actions The study suggests that the need emerges for educational policies to deploy various protocols for crisis situations and health emergencies In addition, the importance of deepening research related to the effects of COVID-19 in higher education and teacher training is highlighted, along with the need of conducting studies on academicians and teacher educators who are the main actors in the initial education of future teachers They surely play a decisive role in the training of future teachers","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49424611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.5944/REEC.38.2021.28936
B. S. Lantarón, Nuria García-Perales, R. Elisondo
{"title":"La vivencia del alumnado en tiempos COVID-19: estudio comparadoentre las universidades de Extremadura (España) y Nacional de Río Cuarto(Argentina)","authors":"B. S. Lantarón, Nuria García-Perales, R. Elisondo","doi":"10.5944/REEC.38.2021.28936","DOIUrl":"https://doi.org/10.5944/REEC.38.2021.28936","url":null,"abstract":"","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48039599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.5944/REEC.38.2021.28853
Sergio Tirado Olivares, Ana Vázquez, Rosa M. Toledano
{"title":"La Docencia Virtual o e-Learning como Solución a la Enseñanza de la Física y Química de los Futuros Maestros en tiempos de COVID-19","authors":"Sergio Tirado Olivares, Ana Vázquez, Rosa M. Toledano","doi":"10.5944/REEC.38.2021.28853","DOIUrl":"https://doi.org/10.5944/REEC.38.2021.28853","url":null,"abstract":"","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47568795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.5944/REEC.38.2021.29017
J. Hernández-Ortega, Juan Francisco Álvarez-Herrero
The questionnaire addresses the perspective of these teachers in relation to a series of questions that seek to corroborate the existence of a multidimensional gap (methodology, socio-economic and technological) in addition to verifying the effectiveness of educational management [ ]the evaluation received by the training plans in digital skills and the response of the educational administration to face a transformation of the educational system do not satisfy all the teachers The article shows that the digital divide is not only instrumental, but also an adaptation of an educational system that, despite having a digitization plan planned, has not been carried out with the priority and consistency as demonstrated by one of the agents educators directly involved in this process, the teaching staff [ ]access to technology would lead to instructional use, and use would lead to achievement of the goals" (Cuban, 2004, p 20-21)
{"title":"Gestión educativa del confinamiento por COVID-19: percepción del docente en España","authors":"J. Hernández-Ortega, Juan Francisco Álvarez-Herrero","doi":"10.5944/REEC.38.2021.29017","DOIUrl":"https://doi.org/10.5944/REEC.38.2021.29017","url":null,"abstract":"The questionnaire addresses the perspective of these teachers in relation to a series of questions that seek to corroborate the existence of a multidimensional gap (methodology, socio-economic and technological) in addition to verifying the effectiveness of educational management [ ]the evaluation received by the training plans in digital skills and the response of the educational administration to face a transformation of the educational system do not satisfy all the teachers The article shows that the digital divide is not only instrumental, but also an adaptation of an educational system that, despite having a digitization plan planned, has not been carried out with the priority and consistency as demonstrated by one of the agents educators directly involved in this process, the teaching staff [ ]access to technology would lead to instructional use, and use would lead to achievement of the goals\" (Cuban, 2004, p 20-21)","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49017576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Documentos publicados por diversas instituciones y organismos nacionales y supranacionales: difundiendo el impacto educativo en tiempos de pandemia","authors":"Alicia Sianes-Bautista, Encarnación Sánchez Lissen","doi":"10.5944/REEC.38.2021.30294","DOIUrl":"https://doi.org/10.5944/REEC.38.2021.30294","url":null,"abstract":"","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71315392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.5944/REEC.38.2021.28771
D. Manzano-Sánchez, A. Valenzuela, David Hortigüela-Alcalá
{"title":"Sistema Educativo y actuación ante la pandemia de la COVID-19: opinión y perspectivas de mejora según los docentes","authors":"D. Manzano-Sánchez, A. Valenzuela, David Hortigüela-Alcalá","doi":"10.5944/REEC.38.2021.28771","DOIUrl":"https://doi.org/10.5944/REEC.38.2021.28771","url":null,"abstract":"","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71315375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.5944/REEC.38.2021.28840
Anamaría García-Díaz
The paper seeks to show the importance alternative pedagogical methods had when trying to reopen schools on-site and online. Resilient schools were not created in this pandemic. In previous natural disasters, educational institutions needed to used online resources to maintain schools open. A literature review is presented, aiming for answers on inclusion in flexible school settings, solutions for the digital divide and different responses to the crisis produced by the COVID-19 pandemic. Thus, Australia and New Zealand cases are presented, as well as introducing the flexischooling phenomenon and the digital divide. Both Australia and New Zealand recognise the rights for families to homeschool or to take children to alternative educational institutions, therefore, is legal. In the pair, it is observed how this legal status of alternative educational options both online and flexible, has strengthened the governmental response on closing the digital gap. Therefore, their reaction when lockdowns were ruled was significantly fast, especially in New Zealand. In conclusion, the article offers an interesting debate on the need for on-site education or flexibility when creating inclusive schools and critical thinkers, presenting both sides of the conversation. Lastly, it is highlighted the need to upgrade the school system to enhance a resilient response in future crisis.
{"title":"Construyendo escuelas resilientes: La educación flexible, la integración y la COVID-19","authors":"Anamaría García-Díaz","doi":"10.5944/REEC.38.2021.28840","DOIUrl":"https://doi.org/10.5944/REEC.38.2021.28840","url":null,"abstract":"The paper seeks to show the importance alternative pedagogical methods had when trying to reopen schools on-site and online. Resilient schools were not created in this pandemic. In previous natural disasters, educational institutions needed to used online resources to maintain schools open. A literature review is presented, aiming for answers on inclusion in flexible school settings, solutions for the digital divide and different responses to the crisis produced by the COVID-19 pandemic. Thus, Australia and New Zealand cases are presented, as well as introducing the flexischooling phenomenon and the digital divide. Both Australia and New Zealand recognise the rights for families to homeschool or to take children to alternative educational institutions, therefore, is legal. In the pair, it is observed how this legal status of alternative educational options both online and flexible, has strengthened the governmental response on closing the digital gap. Therefore, their reaction when lockdowns were ruled was significantly fast, especially in New Zealand. In conclusion, the article offers an interesting debate on the need for on-site education or flexibility when creating inclusive schools and critical thinkers, presenting both sides of the conversation. Lastly, it is highlighted the need to upgrade the school system to enhance a resilient response in future crisis.","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71315380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.5944/REEC.38.2021.29021
Cristina Pulido-Montes, G. Francia, Ana Ancheta-Arrabal
{"title":"Biopolíticas de cierre de centros educativos desde una perspectiva de género: los casos de España y Suecia.","authors":"Cristina Pulido-Montes, G. Francia, Ana Ancheta-Arrabal","doi":"10.5944/REEC.38.2021.29021","DOIUrl":"https://doi.org/10.5944/REEC.38.2021.29021","url":null,"abstract":"","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47894634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.5944/REEC.38.2021.27816
Judith Helvia García Martín, Sheila García Martín
{"title":"Uso de herramientas digitales para la docencia en España durante la pandemia COVID-19","authors":"Judith Helvia García Martín, Sheila García Martín","doi":"10.5944/REEC.38.2021.27816","DOIUrl":"https://doi.org/10.5944/REEC.38.2021.27816","url":null,"abstract":"","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48628282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.5944/REEC.38.2021.29032
Juan Tomás Asenjo Gómez, Felix Asenjo Gómez
{"title":"La autopercepción de la competencia digital en los docentes: variaciones tras el confinamiento","authors":"Juan Tomás Asenjo Gómez, Felix Asenjo Gómez","doi":"10.5944/REEC.38.2021.29032","DOIUrl":"https://doi.org/10.5944/REEC.38.2021.29032","url":null,"abstract":"","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47700179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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