Teachers’ virtual training: assessments of a pilot experience during the pandemic

This work aims to present the results of a teacher’s training course in literacy taught online during 2020. It addresses teacher’s self-assessment of the educational development during the course and the assessment of the children’s learning process in kindergarten and first grade. The cour...

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Autores principales: De Mier, Vanesa, Marder , Sandra Esther, Casiva, Ana Cristina
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2022
Materias:
E-learning
Formación docente
Alfabetización
Enseñanza
Pandemia
Teacher training
Literacy
Teaching
Pandemic
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/718
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-718
record_format ojs
spelling I15-R208-article-7182025-02-23T21:38:24Z Teachers’ virtual training: assessments of a pilot experience during the pandemic Formación docente virtual: valoraciones de una experiencia piloto durante la pandemia De Mier, Vanesa Marder , Sandra Esther Casiva, Ana Cristina E-learning Formación docente Alfabetización Enseñanza Pandemia E-learning Teacher training Literacy Teaching Pandemic This work aims to present the results of a teacher’s training course in literacy taught online during 2020. It addresses teacher’s self-assessment of the educational development during the course and the assessment of the children’s learning process in kindergarten and first grade. The course was free of charge and developed in an e-learning platform due to the COVID-19 pandemic. The course articulated the development of theoretical knowledge and proposals for class interventions utilizing the framework of “We Want to Learn program”. The training course process involved the design of a digital platform. The course implementation covered 140 hours of training using a combination of individual learning with virtual workshops. A total of 534 teachers participated in the training. The qualitative results of the training and its impact in children's learning were assessed at the end of the school year using a self-guided digital survey. The data showed that more than 70% of the teachers considered the literacy proposal optimal. In relation to the course, the participants stated that they had acquired strategies to guide families during virtual classes and that more than 80% of the kindergarten and 1st grade classroom students developed the literacy skills that are proposed in the curriculum. Este trabajo presenta los resultados de un curso online de formación docente sobre el proceso de alfabetización. Se atiende a la autoevaluación del aprendizaje a lo largo del curso y a la valoración del aprendizaje de los niños de sala de 5 y primer grado.  El curso de actualización docente fue gratuito y se desarrolló en la modalidad e-learning debido a la pandemia COVID-19. La capacitación articuló el desarrollo de conocimientos teóricos y propuestas para el trabajo en el aula en el marco del programa “Queremos Aprender”. El proceso de formación implicó el diseño de un dispositivo de carácter no presencial, mediado por una plataforma digital. La implementación del curso abarcó 140 horas de formación y combinó instancias de trabajo autónomo con talleres sincrónicos. Participaron docentes (N=534) de la provincia de Mendoza, Argentina. Los resultados cualitativos sobre la formación y aprendizaje de los niños fueron evaluados al finalizar el ciclo lectivo mediante una encuesta digital autoadministrada. Los datos muestran que más del 70% de los docentes consideraron óptima la propuesta, manifestaron haber adquirido estrategias para guiar a las familias durante las clases virtuales y que más del 80% de los alumnos desarrollaron las habilidades de alfabetización que se plantean en el diseño curricular. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2022-07-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/718 10.35305/rece.v2i17.718 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/718/669 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/718/670 Derechos de autor 2022 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic E-learning
Formación docente
Alfabetización
Enseñanza
Pandemia
E-learning
Teacher training
Literacy
Teaching
Pandemic
spellingShingle E-learning
Formación docente
Alfabetización
Enseñanza
Pandemia
E-learning
Teacher training
Literacy
Teaching
Pandemic
De Mier, Vanesa
Marder , Sandra Esther
Casiva, Ana Cristina
Teachers’ virtual training: assessments of a pilot experience during the pandemic
topic_facet E-learning
Formación docente
Alfabetización
Enseñanza
Pandemia
E-learning
Teacher training
Literacy
Teaching
Pandemic
author De Mier, Vanesa
Marder , Sandra Esther
Casiva, Ana Cristina
author_facet De Mier, Vanesa
Marder , Sandra Esther
Casiva, Ana Cristina
author_sort De Mier, Vanesa
title Teachers’ virtual training: assessments of a pilot experience during the pandemic
title_short Teachers’ virtual training: assessments of a pilot experience during the pandemic
title_full Teachers’ virtual training: assessments of a pilot experience during the pandemic
title_fullStr Teachers’ virtual training: assessments of a pilot experience during the pandemic
title_full_unstemmed Teachers’ virtual training: assessments of a pilot experience during the pandemic
title_sort teachers’ virtual training: assessments of a pilot experience during the pandemic
description This work aims to present the results of a teacher’s training course in literacy taught online during 2020. It addresses teacher’s self-assessment of the educational development during the course and the assessment of the children’s learning process in kindergarten and first grade. The course was free of charge and developed in an e-learning platform due to the COVID-19 pandemic. The course articulated the development of theoretical knowledge and proposals for class interventions utilizing the framework of “We Want to Learn program”. The training course process involved the design of a digital platform. The course implementation covered 140 hours of training using a combination of individual learning with virtual workshops. A total of 534 teachers participated in the training. The qualitative results of the training and its impact in children's learning were assessed at the end of the school year using a self-guided digital survey. The data showed that more than 70% of the teachers considered the literacy proposal optimal. In relation to the course, the participants stated that they had acquired strategies to guide families during virtual classes and that more than 80% of the kindergarten and 1st grade classroom students developed the literacy skills that are proposed in the curriculum.
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/718
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first_indexed 2023-05-11T18:48:26Z
last_indexed 2025-02-27T05:06:35Z
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