Education and the COVID-19 pandemic: implications for teaching practices and identities in a Colombian teacher training college
Objective: recognize implications of covid-19 pandemic in teachers’ identities and practices in a Colombian Normal Higher School during the period March 2020 - March 2021. Originality/Contribution: the interest for understanding a global phenomenon that particularly affects teachers due to home scho...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2022
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12666 |
| _version_ | 1801706221511639040 |
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| author | Orozco Gómez, William |
| author_facet | Orozco Gómez, William |
| author_sort | Orozco Gómez, William |
| collection | OJS |
| description | Objective: recognize implications of covid-19 pandemic in teachers’ identities and practices in a Colombian Normal Higher School during the period March 2020 - March 2021.
Originality/Contribution: the interest for understanding a global phenomenon that particularly affects teachers due to home schooling.
Method: hermeneutical paradigm and mixed approach are part of methodology that operates from grounded theory method.
Strategies/information collection: For this case, data were collected from techniques such as surveys, focus group, and semi-structured interviews. This information was analyzed to open, axial, and selective coding until theoretical saturation of emerging categories and developing of substantive theory.
Conclusions: it was possible to notice the recognition of four great tensions that teachers have experienced during the pandemic and that have fissures in their ways of being, doing and thinking. Similarly, other avatars were observed in teachers’ responses to challenges and finally it was perceived a metamorphosis process of practices and identities, which act interdependently. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-12666 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2022 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-126662023-09-06T16:11:49Z Education and the COVID-19 pandemic: implications for teaching practices and identities in a Colombian teacher training college Educación y Pandemia Covid-19: implicaciones para las prácticas e identidades docentes en una Escuela Normal A educação e a pandemia COVID-19: implicações para as práticas e identidades de ensino num colégio colombiano de formação de professores Orozco Gómez, William Educación Pandemia Covid-19 Prácticas Docentes Identidades Docentes Escuelas Normales Education Covid-19 pandemic Teaching practices teaching identities Normal Schools Educação pandemia de COVID-1 práticas de ensino identidades dos professores Escolas de Formação de Professores Objective: recognize implications of covid-19 pandemic in teachers’ identities and practices in a Colombian Normal Higher School during the period March 2020 - March 2021. Originality/Contribution: the interest for understanding a global phenomenon that particularly affects teachers due to home schooling. Method: hermeneutical paradigm and mixed approach are part of methodology that operates from grounded theory method. Strategies/information collection: For this case, data were collected from techniques such as surveys, focus group, and semi-structured interviews. This information was analyzed to open, axial, and selective coding until theoretical saturation of emerging categories and developing of substantive theory. Conclusions: it was possible to notice the recognition of four great tensions that teachers have experienced during the pandemic and that have fissures in their ways of being, doing and thinking. Similarly, other avatars were observed in teachers’ responses to challenges and finally it was perceived a metamorphosis process of practices and identities, which act interdependently. Objetivo: reconocer implicaciones de la pandemia COVID-19 en identidades y prácticas de maestros de una Escuela Normal Superior colombiana en el período marzo 2020 - marzo 2021. Originalidad / aporte: interés por comprender un fenómeno global que afecta particularmente a los maestros en razón de nuevas modalidades de atención educativa de modo remoto. Método: la metodología se inscribió en un paradigma hermenéutico y adoptó un enfoque mixto a partir del método o diseño de teoría fundada. Estrategias / recolección de información: se recolectaron los datos a partir de técnicas como encuestas, grupos focales y entrevistas semiestructuradas. Esta información fue sometida a codificación abierta, axial y selectiva hasta obtener saturación teórica de las categorías emergentes, desarrollando así una teoría sustantiva sobre el fenómeno en estudio. Conclusiones: se advirtieron cuatro grandes tensiones que han experimentado los maestros durante la pandemia y que han supuesto fisuras en sus modos de ser, hacer y pensar. Así mismo, se observaron otros avatares en los maestros como respuesta a los desafíos que viven. Fue percibida también una ruta o proceso de metamorfosis de las prácticas e identidades. Objectivo: reconhecer as implicações da pandemia da COVID-19 nas identidades e práticas dos professores de uma escola de formação de professores colombiana no período de Março de 2020 - Março de 2021. Originalidade/contribuição: interesse em compreender um fenómeno global que afecta particularmente os professores devido às novas modalidades de cuidados educacionais à distância. Método: a metodologia foi inscrita num paradigma hermenêutico e adoptou uma abordagem mista baseada no método ou desenho teórico fundamentado. Estratégias/coleta de informações: os dados foram recolhidos utilizando técnicas tais como inquéritos, grupos focais e entrevistas semi-estruturadas. Esta informação foi sujeita a uma codificação aberta, axial e selectiva até se obter uma saturação teórica das categorias emergentes, desenvolvendo assim uma teoria substantiva sobre o fenómeno em estudo. Conclusões: quatro grandes tensões que os professores experimentaram durante a pandemia e que levaram a fissuras nos seus modos de ser, de fazer e de pensar foram notadas. Outros avatares também foram observados nos professores como resposta aos desafios que estão a enfrentar. Foi também percebida uma rota ou processo de metamorfose de práticas e identidades. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2022-01-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12666 10.19053/01227238.12666 Revista Historia de la Educación Latinoamericana; Vol. 24 No. 38 (2022): Adela Speretti (1865-1902); 127-154 Revista Historia de la Educación Latinoamericana; Vol. 24 Núm. 38 (2022): Adela Speretti (1865-1902); 127-154 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12666/11984 Copyright (c) 2022 REVISTA HISTORIA DE LA EDUCACIÓN LATINOAMERICANA https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | Educación Pandemia Covid-19 Prácticas Docentes Identidades Docentes Escuelas Normales Education Covid-19 pandemic Teaching practices teaching identities Normal Schools Educação pandemia de COVID-1 práticas de ensino identidades dos professores Escolas de Formação de Professores Orozco Gómez, William Education and the COVID-19 pandemic: implications for teaching practices and identities in a Colombian teacher training college |
| title | Education and the COVID-19 pandemic: implications for teaching practices and identities in a Colombian teacher training college |
| title_alt | Educación y Pandemia Covid-19: implicaciones para las prácticas e identidades docentes en una Escuela Normal A educação e a pandemia COVID-19: implicações para as práticas e identidades de ensino num colégio colombiano de formação de professores |
| title_full | Education and the COVID-19 pandemic: implications for teaching practices and identities in a Colombian teacher training college |
| title_fullStr | Education and the COVID-19 pandemic: implications for teaching practices and identities in a Colombian teacher training college |
| title_full_unstemmed | Education and the COVID-19 pandemic: implications for teaching practices and identities in a Colombian teacher training college |
| title_short | Education and the COVID-19 pandemic: implications for teaching practices and identities in a Colombian teacher training college |
| title_sort | education and the covid 19 pandemic implications for teaching practices and identities in a colombian teacher training college |
| topic | Educación Pandemia Covid-19 Prácticas Docentes Identidades Docentes Escuelas Normales Education Covid-19 pandemic Teaching practices teaching identities Normal Schools Educação pandemia de COVID-1 práticas de ensino identidades dos professores Escolas de Formação de Professores |
| topic_facet | Educación Pandemia Covid-19 Prácticas Docentes Identidades Docentes Escuelas Normales Education Covid-19 pandemic Teaching practices teaching identities Normal Schools Educação pandemia de COVID-1 práticas de ensino identidades dos professores Escolas de Formação de Professores |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12666 |
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