Percepciones de los docentes del aislamiento social, preventivo y obligatorio en el proceso educativo .Córdoba
Introduction in the current year 2020, humanity was faced with a particular situation of Pandemic due to the Covid19 coronavirus. The total interruption of face-to-face classes, at all levels,and the shift to virtual as a teaching mode, placed teachers and students in the world of virtuality, buildi...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Escuela de Enfermería- Facultad de Ciencias Médicas-Universidad Nacional de Córdoba
2020
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revcs/article/view/31480 |
| Aporte de: |
| Sumario: | Introduction in the current year 2020, humanity was faced with a particular situation of Pandemic due to the Covid19 coronavirus. The total interruption of face-to-face classes, at all levels,and the shift to virtual as a teaching mode, placed teachers and students in the world of virtuality, building new mechanisms to ensure the continuation of the learning process. The objectivewas to determine what are the teachers’ perceptions of social, preventive and compulsory isolation in the educational process. Cordoba. Method exploratory, descriptive and cross-sectionalstudy. Primary source. A survey was used that was designed with the tool of a Google Form.Sample (n = 85), for statistical analysis Google Forms and Google Analytics Reports. Results85 teacher surveys were received. Of which 12.5% work at the initial level, 11.8% at the primary level, 42.4% at the secondary level, 15.3% at the tertiary level, and another 17.6%. Ofthe total of those surveyed, 35.3% affirm that they felt accompanied by the different measurestaken by their superiors, 51.8% say they felt partially accompanied. In relation to flexibility,4.7% affirm they had to do it in the evaluation method, 5.9% the proposed objectives, 11.8%the assignment of tasks, and 76.5% throughout the process. Regarding the adaptation of thestudents, they fell between point 2 and 4, with point 3 being of greater relevance with 63.5%.Point 2 received 23.5% and 4 12.9%. Conclusions teachers expressed being able to adapt tothe new system and felt accompanied by their colleagues and partially accompanied by theirsuperiors. They were flexible to the adjustments of the educational task and according to theirperception the students partially adapted |
|---|