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https://hdl.handle.net/20.500.12104/93233| Title: | Teaching practices in rural and marginalized urban elementary schools during the COVID-19 pandemic Prácticas docentes en primarias rurales y urbano-marginadas durante la pandemia por Covid-19 |
| Publisher: | Universidad de Guadalajara |
| Description: | This article presents an approach to the teaching practices of rural and marginalized urban mexican elementary school teachers during the COVID-19 pandemic. Teaching work is studied through the dimensions of real and represented work proposed by socio-discursive interactionism. The methodology was organized in two phases: in the first, the practices of 24 professors are monitored through a logbook required from students of the Bachelor’s degree program in Psychopedagogy for their professional practices; in the second, five participating teachers were interviewed. The results show that teachers organize their classes synchronously and asynchronously; in the latter, the use of materials created by them and handed in personally or through WhatsApp prevails. We also identified that the main difficulties faced by teachers are the management of technological resources and work overload. El artículo presenta una aproximación a las prácticas docentes de profesores de primarias mexicanas rurales y urbano-marginadas durante la pandemia por Covid-19. Se estudia el trabajo docente desde las dimensiones de trabajo real y representado propuestas por el interaccionismo sociodiscursivo. La metodología se organiza en dos fases. En la primera se da seguimiento a las prácticas de 24 profesores por medio de una bitácora requisitada por estudiantes de la Licenciatura en Psicopedagogía en sus prácticas profesionales; en la segunda se entrevista a cinco profesoras participantes. Los resultados muestran que los maestros organizan sus clases de manera síncrona y asíncrona; en esta última prevalece el uso de materiales de elaboración propia y entregados de forma presencial o por medio de WhatsApp. Además, se identifica que las principales dificultades enfrentadas por los profesores son el manejo de recursos tecnológicos y la sobrecarga laboral. |
| URI: | https://hdl.handle.net/20.500.12104/93233 |
| Other Identifiers: | http://dialogossobreeducacion.cucsh.udg.mx/index.php/DSE/article/view/1118 10.32870/dse.v0i25.1118 |
| Appears in Collections: | Revista Diálogos Sobre Educación |
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