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Challenges for university teachers in the design of virtual educational experiences during the pandemic
(Universidad Cientifica del Sur, 2021-08-30)
Como respuesta a la emergencia sanitaria, las instituciones de educación superior han tenido que migrar forzosamente a la virtualidad. Esto ha impactado en los agentes del entorno educativo, tanto en la enseñanza como en el aprendizaje. Por esta razón, en este artículo se analizarán las características particulares de la educación virtual y los principios de la enseñanza en este contexto. Asimismo, se describirán propuestas para diseñar experiencias educativas virtuales considerando las teorías motivacionales, del aprendizaje, y el diseño instruccional aplicado a la educación virtual. En esta misma línea, se discuten los retos que impone la pandemia para la educación universitaria y se proponen líneas de acción para la creación de experiencias educativas no presenciales. Se concluye que existe una necesidad imperante de capacitar a los profesores de tal manera que puedan usar las distintas herramientas digitales a su disposición y reconocer la unicidad de la educación virtual en contraposición a las clases tradicionales.
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The institutional marks in the functioning of support networks: The case of Peruvian teachers in times of pandemic
(Universidad Autonoma de Barcelona, Departamento de Antropologia Social y Cultural, 2024-01-01)
Teachers are a key building-block of the educational process. In a limit situation that disrupted everyday life, such as that of the COVID-19 pandemic, how were teachers’ personal support networks put into motion to respond to their emerging work-related (teaching) and personal needs? What was the role of the institutional and organizational contexts in this process? This study seeks to answer these questions based on empirical data from Peruvian secondary education teachers during the COVID-19 pandemic. The methodological design was mixed in nature (sociometric and qualitative). Several social support mobilization processes were found. In particular, we highlight the occurrence of mixed mobilization processes. Likewise, institutional (family) and organizational (educational institutions) contexts conditioned these processes in different ways. Teachers recreated organizational routines that had already existed before the pandemic, but also developed new support practices. Some of these practices tended to become routinized, but others were resisted, due to their unintended negative consequences on teachers’ lives. These results add new analytical elements to existing theories on social support mobilization processes.
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Support networks and organizational context: Peruvian teachers in times of pandemic
(Colegio de Mexico, A.C., Departamento de Publicaciones, 2024-01-01)
As a result of the pandemic, educational systems in Latin America began to operate remotely through the internet. New needs arose that had to be met to guarantee the continuity of classes. In this context, marked by great uncertainty, this article investigates the role of the personal networks of Peruvian teachers, as potential sources of support. Likewise, the mediation of the educational organizational context in the functioning of these networks is analyzed. The methodological design was mixed in nature. Results suggest the presence of multidimensional support that went far beyond work-related matters. The organizational context favored mutual support practices, but also had unintended negative effects on teachers’ personal lives.
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Metáforas relacionadas a la gestión escolar en las escuelas del Perú
(2024-05-13)
El presente estudio de carácter cualitativo analiza las metáforas empleadas por los docentes y directivos de escuelas peruanas, su relación con la gestión escolar para comprender su realidad y servir de base a futuros estudios que propongan acciones de mejora para el fortalecimiento de su cultura. Para ello, se aplicó una encuesta a 100 docentes de las diferentes regiones del Perú, obteniendo que la gestión es reconocida, principalmente, bajo su perspectiva política; en donde se señala que esta involucra la generación de resistencias, resolución de conflictos, empoderamiento y enfoque de desarrollo humano. Se reconocieron diversos patrones metafóricos que son capaces de reflejar las particularidades de cada cultura escolar, mientras que la orientación metafórica más identificada es el empoderamiento. Por último, las metáforas demostraron que cuando estas son empleadas como objeto de análisis permiten reconocer intereses, necesidades, dificultades, conflictos y demás que contribuyen en la toma de decisiones en pro del alcance de los objetivos de la escuela.
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Comunidad de práctica de los docentes de inglés en pandemia. Un estudio sobre el desarrollo profesional en un instituto de idiomas de Lima
(Pontificia Universidad Católica del Perú, 2025-03-18)
In a language institute in Lima, the community of practice of English teachers constitutes an essential space for collaboration and professional development. It emerges as a response to specific challenges in the educational environment, promoting the exchange of ideas and collective improvement. Participants describe the community as a space for dialogue and mutual support, with a particular emphasis on the use of educational technology during the pandemic. Its main goal is to enhance teaching practices through the exchange of practical and useful ideas. This case study, based on interviews and observations, highlights its capacity for teachers’ professional development and its adaptation to challenging circumstances. The community fosters critical thinking and the collaborative distribution of leadership, emphasizing the importance of the leader’s social experience. In summary, this community emerges as a valuable space that positively impacts teaching practice, promoting collaboration and adaptability.
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