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https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/145564Registro completo de metadatos
| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.creator | Vladimir E. Martínez-Bello | - |
| dc.creator | José Díaz-Barahona | - |
| dc.creator | María del Mar Bernabé-Villodre | - |
| dc.date | 2021 | - |
| dc.date.accessioned | 2022-03-29T14:22:05Z | - |
| dc.date.available | 2022-03-29T14:22:05Z | - |
| dc.identifier | http://www.redalyc.org/articulo.oa?id=44767330016 | - |
| dc.identifier.uri | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/145564 | - |
| dc.description | Coronavirus disease 2019 (COVID-19) is perceived as the worst modern-times pandemic. This entirely new health situation entailed a new challenge to the education system. To our knowledge, the impact of alternative teaching methods derived from the social distancing imposed by COVID-19 on university student perception in teacher education has not been investigated. The aim of this study was to analyse an educative experience developed in a Faculty of Teaching from March 2020 to July 2020 in order to overcome the challenge imposed by COVID-19. A qualitative approach was used for data collection and analysis using four information sources: (a) The final written documents developed by the working groups (b) The online oral presentation of their work (c) The semi- structured interviews conducted through videoconferencing during the lockdown and, (d) The focus groups meetings. We have identified 8 major categories. Our results show that: (a) students find videoconferences are a tool that offsets the issues of social distancing; (b) intrinsic motivation is essential to overcome the perceived barriers; (c) the move to a virtual environment allowed students to deepen their methodological skills; (d) students now see themselves more competent regarding academic information research; e) the constant interaction among group members and the teacher is a key element to achieve a positive experience during social isolation; (f) new logistic and operational dynamics for cooperative working were constructed as a result of using videoconferences. We highlighted the barriers and facilitators perceived by students during the implementation of a tutorial action during the COVID-19 pandemic. | - |
| dc.format | application/pdf | - |
| dc.language | en | - |
| dc.publisher | Universidad de Costa Rica | - |
| dc.relation | http://www.redalyc.org/revista.oa?id=447 | - |
| dc.rights | Revista Electrónica "Actualidades Investigativas en Educación" | - |
| dc.source | Revista Electrónica "Actualidades Investigativas en Educación" (Costa Rica) Num.2 Vol.21 | - |
| dc.subject | Educación | - |
| dc.subject | pandemics | - |
| dc.subject | higher education | - |
| dc.subject | teacher education | - |
| dc.subject | teleconferencing | - |
| dc.title | University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) | - |
| dc.type | artículo científico | - |
| Aparece en las colecciones: | Instituto de Investigación en Educación - INIE/UCR - Cosecha | |
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