Sistema Educativo y actuación ante la pandemia de la COVID-19opinión y perspectivas de mejora según los docentes

  1. David Manzano-Sánchez 1
  2. Alfonso Valero Valenzuela 1
  3. David Hortigüela-Alcalá
  1. 1 Facultad de Ciencias de la Actividad Física y el Deporte, Departamento de Actividad Física y Deporte. Universidad de Murcia
Journal:
Revista española de educación comparada

ISSN: 1137-8654

Year of publication: 2021

Issue: 38

Pages: 112-128

Type: Article

DOI: 10.5944/REEC.38.2021.28771 DIALNET GOOGLE SCHOLAR

More publications in: Revista española de educación comparada

Abstract

The objective of this work was to know the opinion of the pre-school, primary and secon-dary education teachers about their situation and that of the students before and during the COVID-19 pandemic, carrying out a series of recommendations to improve in future similar cases. A questionnaire was passed to assess the Responsibility of the students (PSRQ, α = .932), as well as two ad hoc questionnaires, to assess the teacher's perception of the attitude of the students prior to the pandemic (OASBP, α =. 910) and general management during the pandemic (MPES, α = .884). The results indicated that prior to the pandemic, students had shares of personal and social responsibility similar to those of previous studies, but decreased during confinement with less committed attitudes towards the teacher, especially in the Secondary stage. In addition, during the pandemic, the teachers perceived that the most relevant was the lack of training and resources for families in the use of ICT, together with the lack of support from the administration to the centers. The importance of providing the students with technological and training means was highlighted, as well as working on education in values and the autonomy of the students. Finally, the majority of teachers indicated that they would be willing to train in active methodologies and ICT even if this would involve an extra effort. It is recommended that administrations bet on increasing teacher training in the use of ICT and methodologies to promote autonomy, as well as training courses for students and families in tele-training, together with the possibility of carrying out campaigns or collections of technological material for families most disadvantaged.

Bibliographic References

  • Agbuga, B., Xiang, P., & McBride, R. E. (2015). Relationship between Achievement Goals and Students’ Self-Reported Personal and Social Responsibility Behaviors. The Spanish journal of psychology, 18, 1-9. https://doi.org.10.1017/sjp.2015.26
  • Anguera, M. T., Camerino, O., & Castañer, M. (2012). Mixed methods procedures and designs for research on sport, physical education and dance. Mixed Methods Research in the Movement Sciences: Case studies in sport, physical education and dance, (pp. 3-27). United Kingdom: Routledge.
  • Bringas, C., Rodríguez, F. J., & Herrero, F. J. (2009). Responsabilidad y comportamiento antisocial del adolescente como factores asociados al rendimiento escolar. Acta Colombiana de Psicología, 12(2), 69-76.
  • Camarda, P. (2016). Ruralidades, Educación y TIC: Desafíos urgentes para las políticas educativas de Integración de TIC. Buenos Aires: IIPE-Unesco.
  • Carbonero, M. A., Martín-Antón, L. J., Monsalvo, E., & Valdivieso, J. A. (2015). Rendimiento escolar y actitudes personales y de responsabilidad social en el alumnado preadolescente. Anales de psicología, 31(3), 990-999. http://dx.doi.org/10.6018/analesps.31.3.181161
  • Cheon S. & Reeve J. A (2015). Classroom-based intervention to help teachers decrease students’ amotivation. Contemp Educ Psychol. 40, 99-111. https://doi.org. 10.1016/j.cedpsych.2014.06.004.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences; Routledge Academic: New York, NY, USA,
  • Collet, V.S. (2012). The Gradual Increase of Responsibility Model: Coaching for Teacher Change. Literacy Research and Instruction, 51(1), 27-47. http://dx.doi.org/10.1080/19388071.2010.549548.
  • Dilmaç, S. (2020). Students' Opinions about the Distance Education to Art and Design Courses in the Pandemic Process. World Journal of Education, 10(3), 113-126. https://doi.org/10.5430/wje.v10n3p113.
  • Escartí, A.; Gutiérrez, M. & Pascual, C. (2011). Psychometric properties of the Spanish version of the personal and social responsibility questionnaire in physical education contexts. Rev. De Psicol. Del Deporte, 20, 119– 130.
  • Feola, E.I. (2016). Digital Literacy and New Technological Perspectives. Universal Journal of Educational Research, 4(9), 2174-2180. https://doi.org.10.13189/ujer.2016.040929
  • Gómez, C. E., Ramírez, J. L., Martínez-, O., & Chuc, I. (2019). El uso de las TIC en la Enseñanza del Inglés en las Primarias Públicas. Revista de estudios y experiencias en educación, 18(36), 75-94. https://doi.org/10.21703/rexe.20191836gomez4
  • Autor (2017).
  • Leptokaridou, E., Vlachopoulos, S. & Papaioannou, A. G. (2014). Experimental longitudinal test of the influence of autonomy-supportive teaching on motivation for participation in elementary school physical education. Educational Psychology, 36(7), 1138-1159.
  • Li, W., Wright, P. M., Rukavina, P. B. & Pickering, M. (2008). Measuring students’ perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. Journal of teaching in Physical Education, 27(2), 167-178. https://doi.org/10.1123/jtpe.27.2.167
  • LOMCE, Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Boletín Oficial del Estado (España).
  • Autor (2018).
  • Autor (2019).
  • Ministerio de Educación, Cultura y Deporte. (2013). Explotación de las variables educativas de la encuesta de población activa: nivel de formación y formación permanente. Recuperado de https:// www.educacion.gob.es/horizontales/estadisticas/mercado-laboral/Explotaci-n-de-las-variables.html
  • Molina-Pacheco, L. E. & Mesa-Jiménez, F. Y. (2018). Las tic en Escuelas Rurales: realidades y proyección para la Integración. Praxis & Saber, 9(21), 75-98. https://doi.org/10.19053/22160159.v9.n21.
  • Morales-Sánchez, V., Pérez-López, R. & Anguera, M. T. (2014). Indirect observational methodology in managing sports services. Rev. Psicol. Deporte 23, 201–207.
  • Morgan, H. (2020). Best Practices for Implementing Remote Learning during a Pandemic. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 134-140. doi: http://dx.doi.org/10.1080/00098655.2020.1751480.
  • Mut, F., Trobat, M. F. & Forgas, R. L. (2014). Abandono escolar y desvinculación de la escuela: perspectiva del alumnado. Revista Internacional de Investigación en Educación, 6(13), 129-142. https://.doi.org.10.11144/Javeriana.M6-13.AED
  • Olarte, S. (2017). Brecha digital, pobreza y exclusión social. (2017). Temas laborales, 138, 285-313.
  • Oriol, X., Amutio, A., Mendoza, M., Da Costa, S. & Miranda, R. (2016). Emotional Creativity as predictor of intrinsic motivation and academic engagement in university students: The mediating role of positive emotions. Frontiers in Psychology, 7, 1-9. https://doi.org/10.3389/fpsyg.2016.01243
  • Papí, N. (2005). La conciliación de la vida laboral y familiar como Proyecto de calidad de vida desde la igualdad. Revista Española de Sociología, 5, 91-107.
  • Patton, M. (2002) Qualitative Research and Evaluation Methods; Sage: Thousand Oaks, CA, USA.
  • Pedraza, L.F., López, D.A. & Salcedo, O.J. (2012). Brecha digital por estatus socio-económico en la localidad de Ciudad Bolívar de Bogotá (Colombia). Información Tecnológica, 23(6), 63-72. http://dx.doi.org/10.4067/S0718-07642012000600008
  • Phan, H.P. (2015). Maximizing Academic Success: Introducing the Concept of Optimized Functioning. Education, 135(4), 439-456.
  • Autor (2018).
  • Sanmartín, M., Carbonell, A. & Baños, C. (2011). Relaciones entre empatía, conducta prosocial, agresividad, autoeficacia y responsabilidad personal y social de los escolares. Psicothema, 23(1), 13-19.
  • Shim, S. & Ryan, A. (2005). Changes in self-efficacy, challenge avoidance, and intrinsic value in response to grades: The role of achievement goals. Journal of Experimental Education, 73(4), 333-349. https://doi.org/10.3200/JEXE.73.4.333-349
  • The Lancet (2020). Emerging understandings of 2019-nCoV, The Lancet, 395 (10221), 311. doi:10.1016/ S0140-6736(20)30186-0
  • WHO Coronavirus Disease (COVID-19) Dashboard, Available online: https://covid19.who.int/ (assesse on 11 August, 2020).
Data source: Dialnet