The Vision of Educational Actors: Normalist Practitioners, Tutors and Professional Practice Advisors in Times of Covid-19 in Mexico
DOI:
https://doi.org/10.18662/rrem/14.1/504Keywords:
Professional practice, Normalist practitioner, Virtual classroom, Covid-19, tutorsAbstract
In Mexico there is talk of making the world change, of new strategies and innovating in education. The Covid-19 abruptly engaged the teacher to do so in an unusual way. The implementation of virtuality to reach every corner, new ways of teaching, relating to parents, interaction with tutors and directors was complex. The challenge was to learn in virtual professional practice. Objectives of the study: 1) Identify the characteristics of the professional practice of the seventh and eighth semester students in virtuality, 2) Analyze the academic-disciplinary factors, personal reflection and technical-pedagogical factors that intervene in professional practice, 3) Verify the presence of challenges of their teaching performance that they face in the virtual classroom. The qualitative and descriptive approach is the basis of the research. 21 elementary schools in Nuevo León participated; 76 teachers and 112 undergraduate students in Primary Education from the Miguel F. Martínez Normal School (ENMFM). Observations, Professional Practice Evaluation Rubric supported the research. It is concluded that the pedagogical practices fulfilled their mission, with innovative characteristics in the teaching practice; the academic-disciplinary factors were activated when planning, organizing, developing, intervening and evaluating the students; the personal-reflective factors were manifested in emotions of despair, helplessness, discouragement, expectations, new proposals, learning in their teacher training; advantages and disadvantages, areas of opportunity and strengths in the use of technology, face-to-face personalized attention and class times and in technical-pedagogical learning skills for real life.
References
Álvarez, P. S. P., & Díaz, D. A. L. (2020). Práctica profesional pensada y no producto de improvisación.una mirada desde la educación a distancia. REDIPE, 9(9), 204–213. https://revista.redipe.org/index.php/1/article/view/1079/979
Domínguez, A. & Quintanal, J. (2020). Las prácticas en la formación de futuros maestros en el contexto universitario mexicano. Revista Practicum, 5(1), 68–94. https://doi.org/10.24310/revpracticumrep.v5i1.9831
Dorfsman, M. I. (2012). La profesión docente en contextos de cambio: el docente global en la sociedad de la información. Revista de Educación a Distancia, 0(6DU). https://www.um.es/ead/reddusc/6/marcelo_dusc6.pdf
Hernán-García, M., Lineros-González, C., & Ruiz-Azarola, A. (2021). How to adapt qualitative research to confinement contexts. Gaceta Sanitaria, 35(3), 298–301. https://doi.org/10.1016/j.gaceta.2020.06.007
Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación (sexta, Issue 1). Mc. Graw Hill. https://doi.org/10.16309/j.cnki.issn.1007-1776.2003.03.004
Morales, S. E. del S. (2012). Incidencia de la Práctica Profesional Docente en la Formación Inicial de los/as estudiantes/practicantes. [Universidad Nacional Autónoma de Nicaragua.]. In Nitro. https://repositorio.unan.edu.ni/1216/1/14557.pdf
Sánchez, R. L. I., Domínguez, S. A., & Mendoza, J. G. de J. (2018). The Professional Practice of Beginning Teachers in Primary Education in Mexico. A Case of Study in Monterrey, Nuevo Leon, Mexico. Revista Romaneasca pentru Educatie Multidimensionala, 10(4), 201–216. https://doi.org/10.18662/rrem/82
Saporitti, M. E., Lazo, G. E., De Landaburu, F., Mainella, V. C., Manoccio, D., & Teixeira Pocas, C. (2020). Experiencias Educativas. Revista Historia de La Educación Latinoamericana, 0(2), 36. https://doi.org/10.19053/01227238.1458
SEP. (2018). Plan de estudios 2018. LEP. https://www.cevie-dgespe.com/index.php/planes-de-estudios-2018/124
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND