Learning To Be A Teacher Without Being In The ClassroomCOVID-19 As A Threat To The Professional Development Of Future Teachers

  1. Vanesa Gallego-Lema
  2. Daniel Bores-García
  3. Raúl A. Barba-Martín
  4. Gustavo González-Calvo
Revista:
RIMCIS: Revista Internacional y Multidisciplinar en Ciencias Sociales

ISSN: 2014-3680

Año de publicación: 2020

Título del ejemplar: El abordaje desde las ciencias sociales de la crisis del Coronavirus = Approaching the Coronavirus crisis from the social sciences

Volumen: 9

Número: 2

Páginas: 152-177

Tipo: Artículo

DOI: 10.17583/RIMCIS.2020.5783 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: RIMCIS: Revista Internacional y Multidisciplinar en Ciencias Sociales

Resumen

Las y los docentes en formación inicial que acuden al Prácticum encuentran en este periodo un sentido a la profesión docente, despertando en ellos una actitud reflexiva y crítica sobre qué hacen y cómo lo hacen, y por tanto, conformando su identidad docente. Sin embargo, en los últimos meses la situación formativa de las y los futuros educadores ha dado un giro debido a la crisis sanitaria originada por la pandemia de la COVID-19. El estudio llevado a cabo se centró en indagar, mediante una investigación narrativa, cómo las y los estudiantes universitarios han percibido el periodo de prácticas que realizaron por medio de una enseñanza virtual, como consecuencia de la actual crisis sanitaria. Entre otros resultados, las evidencias mostraron que el alumnado desarrolló sentimientos de inseguridad, melancolía e incertidumbre antes los nuevos procesos de aprendizaje. Por otro lado, al perder la presencialidad en las aulas y con ello la esencia de las prácticas, el potencial formativo del Prácticum y la identidad profesional docente del estudiantado se han visto alteradas durante estos meses, consecuencias que podrían afectar a sus futuras prácticas profesionales.

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Fuente de los datos: Dialnet