Teachers’ Experience in Times of Pandemic with Students with Educational Challenges: Challenges in Returning to Face-To-Face Education with an Inclusive Approach in Medellín, Colombia
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| Formato: | Online |
| Idioma: | spa eng por |
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Universidad Nacional, Costa Rica
2023
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15856 |
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EDUCARE15856 |
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ojs |
| institution |
Universidad Nacional de Costa Rica |
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Revista Electrónica Educare |
| language |
spa eng por |
| format |
Online |
| author |
Correa-Alzate, Jorge Iván Suárez-Vallejo, Juan Pablo Restrepo-Restrepo, Nataly |
| spellingShingle |
Correa-Alzate, Jorge Iván Suárez-Vallejo, Juan Pablo Restrepo-Restrepo, Nataly Teachers’ Experience in Times of Pandemic with Students with Educational Challenges: Challenges in Returning to Face-To-Face Education with an Inclusive Approach in Medellín, Colombia |
| author_facet |
Correa-Alzate, Jorge Iván Suárez-Vallejo, Juan Pablo Restrepo-Restrepo, Nataly |
| author_sort |
Correa-Alzate, Jorge Iván |
| title |
Teachers’ Experience in Times of Pandemic with Students with Educational Challenges: Challenges in Returning to Face-To-Face Education with an Inclusive Approach in Medellín, Colombia |
| title_short |
Teachers’ Experience in Times of Pandemic with Students with Educational Challenges: Challenges in Returning to Face-To-Face Education with an Inclusive Approach in Medellín, Colombia |
| title_full |
Teachers’ Experience in Times of Pandemic with Students with Educational Challenges: Challenges in Returning to Face-To-Face Education with an Inclusive Approach in Medellín, Colombia |
| title_fullStr |
Teachers’ Experience in Times of Pandemic with Students with Educational Challenges: Challenges in Returning to Face-To-Face Education with an Inclusive Approach in Medellín, Colombia |
| title_full_unstemmed |
Teachers’ Experience in Times of Pandemic with Students with Educational Challenges: Challenges in Returning to Face-To-Face Education with an Inclusive Approach in Medellín, Colombia |
| title_sort |
teachers’ experience in times of pandemic with students with educational challenges: challenges in returning to face-to-face education with an inclusive approach in medellín, colombia |
| title_alt |
Experiencia de docentes en tiempo de pandemia con estudiantes con retos educativos: Desafíos en el retorno a educación presencial con enfoque inclusivo en Medellín A experiência de professores em tempos de pandemia com estudantes com desafios educacionais. Desafios no retorno à educação presencial com uma abordagem inclusiva em Medellín, Colômbia |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2023 |
| url |
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15856 |
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EDUCARE158562023-12-31T00:08:37Z Teachers’ Experience in Times of Pandemic with Students with Educational Challenges: Challenges in Returning to Face-To-Face Education with an Inclusive Approach in Medellín, Colombia Experiencia de docentes en tiempo de pandemia con estudiantes con retos educativos: Desafíos en el retorno a educación presencial con enfoque inclusivo en Medellín A experiência de professores em tempos de pandemia com estudantes com desafios educacionais. Desafios no retorno à educação presencial com uma abordagem inclusiva em Medellín, Colômbia Correa-Alzate, Jorge Iván Suárez-Vallejo, Juan Pablo Restrepo-Restrepo, Nataly Adaptation teacher learning remote education students with educational challenges inclusive education Adaptación del personal docente aprendizaje educación remota estudiantes con retos educativos educación inclusiva Adaptação professor aprendizagem educação à distancia estudantes com desafios educativos educação inclusiva Objective. This article aims to analyze how 63 primary education teachers who have worked on the inclusion process with students presenting educational challenges in the visual (image processing), cognitive (concrete action processing), and communicative (viso-gestural processing for Colombian Sign Language-LSC users) fields in Medellín, assumed home education during the 2020-2021 pandemic. Method. This qualitative research work with an interpretive approach utilized the focus group technique, organizing the teachers into three groups based on the students’ educational challenges: visual, cognitive, and communicative. The analysis focused on the teachers’ approach to home education, the strategies they used, and their decision-making processes in terms of orienting learning, considering the challenges that this group of students faces in their learning styles. Data were analyzed using selective open coding and axial coding. Results. The results were grouped into six moments of home education through which the teachers passed, which were disorientation, forced landing, adaptation, cooperation, expansion, and return. Each moment had its characteristics, successes, and failures during the experience. Conclusions. The teachers’ experience during the pandemic was closest to remote education rather than home education, characterized by mistakes influenced by low knowledge in cognitive accessibility and the use of ICT platforms, orientation to families lacking or with low accessibility in connectivity, and successes in collaborative networking among teachers and the academic community to discuss teaching and evaluation practices in inclusive education. The findings in each moment experienced by the teachers during the pandemic were used to project the challenges in education with the students that focus on challenges at the socioemotional level, in learning, teaching, family support, and teacher training in the return to face-to-face education. Objetivo. Analizar cómo asumieron la educación en casa 63 docentes de la educación primaria que han trabajado el proceso de inclusión con estudiantes que presentan retos educativos en lo visual (procesamiento a través de imágenes), cognitivo (procesamiento en acciones concretas) y comunicativo (procesamiento viso-gestual para personas usuarias de lengua de señas colombiana-LSC) en la ciudad de Medellín durante la pandemia 2020-2021. Método. Este trabajo de investigación cualitativa con enfoque interpretativo utilizó la técnica de grupo focal, organizando al personal docente en tres grupos por colectivo de estudiantes con retos educativos: visual, cognitivo y comunicativo, el análisis se centró en la forma como asumieron la educación en casa, estrategias utilizadas y toma de decisiones para la orientación del aprendizaje en consideración a los desafíos que implica este colectivo de personas en sus formas de aprender. Los datos se analizaron mediante la codificación abierta selectiva y axial. Resultados. Los resultados se agrupan en seis momentos de la educación en casa por la que ha transitado el personal docente, referidos a: la desorientación, el aterrizaje forzoso, la adaptación, la cooperación, la expansión y el retorno, cada espacio tiene sus características, aciertos y desaciertos durante el tiempo de la experiencia. Conclusiones. Lo más cercano a la realidad vivida durante la pandemia por el personal docente corresponde a la educación remota y no a educación en casa, caracterizada en desaciertos durante el tiempo de pandemia influenciada en el bajo conocimiento en accesibilidad cognitiva y en uso de las TIC en plataformas, orientación a familias carentes o con baja accesibilidad en conectividad, y aciertos en el trabajo colaborativo en red entre docentes, comunidad académica para discutir las prácticas de enseñanza y evaluación en la educación inclusiva. Los hallazgos en cada momento experimentado por el profesorado durante la pandemia fueron aprovechados para proyectar los desafíos en la educación con el estudiantado. Estos hallazgos se centran a nivel socioemocional, en el aprendizaje, la enseñanza, el apoyo familiar y la formación docente en el retorno a la presencialidad. Objetivo. Analisar como 63 professores do ensino primário, que trabalharam no processo de inclusão de estudantes que apresentam desafios educativos nas áreas visual (processamento através de imagens), cognitiva (processamento em ações concretas) e comunicativa (processamento visual-gestural para usuários da Língua de Sinais colombiana - LSC) em Medellín, assumiram a educação em casa durante a pandemia de 2020-2021. Metodo. Este trabalho de pesquisa qualitativa com abordagem interpretativa utilizou a técnica de grupo focal, organizando os professores em três grupos, por grupo de estudantes com desafios educativos: visual, cognitivo e comunicativo. A análise centrou-se na forma como assumiram a educação em casa, nas estratégias utilizadas e nas decisões tomadas para a orientação da aprendizagem. Os dados foram analisados usando codificação seletiva aberta e axial. Resultados. Os resultados são agrupados em seis momentos de educação em casa pelos quais os professores passaram: desorientação, aterrissagem forçada, adaptação, cooperação, expansão e retorno, cada um com suas próprias características, sucessos e fracassos durante o tempo da experiência. Conclusão. O mais próximo da realidade vivida pelos professores durante a pandemia corresponde à educação remota, e não à educação em casa, caracterizada por erros durante o tempo da pandemia influenciada pelo baixo conhecimento da acessibilidade cognitiva e uso de plataformas TIC, orientação para famílias com baixa acessibilidade ou falta de conectividade, e sucessos em redes de colaboração entre professores e a comunidade acadêmica para discutir práticas de ensino e avaliação na educação inclusiva. Os resultados em cada momento vivido pelos professores durante a pandemia foram utilizados para projetar os desafios na educação com os estudantes que se concentram no nível socioemocional, na aprendizagem, no ensino, no apoio familiar e na formação de professores no retorno ao ensino presencial. Universidad Nacional, Costa Rica 2023-04-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo text/html application/epub+zip application/pdf application/xml audio/mpeg audio/mpeg audio/mpeg https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15856 10.15359/ree.27-2.15856 Revista Electrónica Educare; Vol. 27 No. 2 (2023): Revista Electrónica Educare (May-August); 1-21 Revista Electrónica Educare; Vol. 27 Núm. 2 (2023): Revista Electrónica Educare (mayo-agosto); 1-21 Revista Electrónica Educare; v. 27 n. 2 (2023): Revista Electrónica Educare (maio-agosto); 1-21 1409-4258 spa eng por https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15856/27982 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15856/27981 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15856/27933 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15856/29968 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15856/27895 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15856/27934 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15856/27935 Copyright (c) 2023 Shared by Journal and Authors |