Didactic conditions in forced virtualization: reflective thoughts and orientations for the design of situated teaching practices
In the context of sanitary measures decreed in our country during 2020 in order to contain the spread of the SARS-CoV2 virus, teaching faced unprecedented circumstances in the development of their work. The urgency to guarantee pedagogical continuity in Higher Education meant first of all the impera...
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2022
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/717 |
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I15-R208-article-7172025-02-23T21:34:08Z Didactic conditions in forced virtualization: reflective thoughts and orientations for the design of situated teaching practices Condiciones didácticas en la virtualidad obligada: reflexiones y orientaciones para el diseño de prácticas de enseñanza situadas Justianovich, Silvina Orienti, Noelia A. Prácticas de enseñanza Formación docente Construcción metodológica Condiciones didácticas Criterios de intervención docente Teaching practices Teacher training Methodological construction – Didactic conditions Teacher intervention criteria In the context of sanitary measures decreed in our country during 2020 in order to contain the spread of the SARS-CoV2 virus, teaching faced unprecedented circumstances in the development of their work. The urgency to guarantee pedagogical continuity in Higher Education meant first of all the imperative to virtualize teaching. New pedagogical and didactic problems emerged in this process and many others were reissued, acquiring particular meanings within institutions and teams of teahers. In a context of uncertainty, this teams configured diverse scenarios and proposals wich allowed them to recreate some conditions for teaching. Based on the reflective thought about our own teaching practices, this article intends to collaborate with the construction of situated teaching intervention criteria. For this we describe new meanings to the question “how to teach?” during this academic year, taking into account some didactic conditions that made it possible. En el marco de las medidas sanitarias decretadas en nuestro país durante el 2020 con el objeto de contener la propagación del virus SARS- CoV2, la docencia enfrentó circunstancias inéditas en el desarrollo de su labor. La urgencia por garantizar la continuidad pedagógica en Educación Superior significó en primer término el imperativo por la virtualización de la enseñanza. Emergieron en dicho proceso nuevas problemáticas pedagógico-didácticas, y se reeditaron otras tantas que adquirieron particulares sentidos al interior de las instituciones y los equipos docentes. En un contexto signado por la incertidumbre, éstos fueron configurando escenarios y propuestas diversas que permitieran recrear algunas condiciones para enseñar. A partir de la reflexión sobre las propias prácticas docentes, este artículo tiene como intención colaborar en la construcción de criterios de intervención docente situados, para lo cual se describen qué nuevos sentidos adquirió la pregunta acerca de cómo enseñar durante este año académico, atendiendo a algunas condiciones didácticas que lo posibilitaron. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2022-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/717 10.35305/rece.v2i17.717 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 17 (2022) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/717/627 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/717/649 Derechos de autor 2022 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0 |
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Universidad Nacional de Rosario |
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I-15 |
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R-208 |
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Revista de la Escuela de Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Prácticas de enseñanza Formación docente Construcción metodológica Condiciones didácticas Criterios de intervención docente Teaching practices Teacher training Methodological construction – Didactic conditions Teacher intervention criteria |
| spellingShingle |
Prácticas de enseñanza Formación docente Construcción metodológica Condiciones didácticas Criterios de intervención docente Teaching practices Teacher training Methodological construction – Didactic conditions Teacher intervention criteria Justianovich, Silvina Orienti, Noelia A. Didactic conditions in forced virtualization: reflective thoughts and orientations for the design of situated teaching practices |
| topic_facet |
Prácticas de enseñanza Formación docente Construcción metodológica Condiciones didácticas Criterios de intervención docente Teaching practices Teacher training Methodological construction – Didactic conditions Teacher intervention criteria |
| author |
Justianovich, Silvina Orienti, Noelia A. |
| author_facet |
Justianovich, Silvina Orienti, Noelia A. |
| author_sort |
Justianovich, Silvina |
| title |
Didactic conditions in forced virtualization: reflective thoughts and orientations for the design of situated teaching practices |
| title_short |
Didactic conditions in forced virtualization: reflective thoughts and orientations for the design of situated teaching practices |
| title_full |
Didactic conditions in forced virtualization: reflective thoughts and orientations for the design of situated teaching practices |
| title_fullStr |
Didactic conditions in forced virtualization: reflective thoughts and orientations for the design of situated teaching practices |
| title_full_unstemmed |
Didactic conditions in forced virtualization: reflective thoughts and orientations for the design of situated teaching practices |
| title_sort |
didactic conditions in forced virtualization: reflective thoughts and orientations for the design of situated teaching practices |
| description |
In the context of sanitary measures decreed in our country during 2020 in order to contain the spread of the SARS-CoV2 virus, teaching faced unprecedented circumstances in the development of their work. The urgency to guarantee pedagogical continuity in Higher Education meant first of all the imperative to virtualize teaching. New pedagogical and didactic problems emerged in this process and many others were reissued, acquiring particular meanings within institutions and teams of teahers. In a context of uncertainty, this teams configured diverse scenarios and proposals wich allowed them to recreate some conditions for teaching. Based on the reflective thought about our own teaching practices, this article intends to collaborate with the construction of situated teaching intervention criteria. For this we describe new meanings to the question “how to teach?” during this academic year, taking into account some didactic conditions that made it possible. |
| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2022 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/717 |
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2023-05-11T18:48:26Z |
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2025-02-27T05:06:34Z |
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