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PANORAMA DE LA EDUCACIÓN EN ESPAÑA TRAS LA PANDEMIA DE COVID-19: LA OPINIÓN DE LA COMUNIDAD EDUCATIVA

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Investigación sobre las preocupaciones, necesidades y propuestas de la comunidad educativa en relación con el curso 20-21 en el marco de la pandemia de COVID-19
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... Teachers' DC was particularly important in this situation. As Trujillo-Sáez et al. [18] concluded, this became "a prerequisite for pupils' learning and competency development in a distance learning context". Teachers were very often faced with the immediate challenge of developing competencies and skills that had not necessarily been part of their training. ...
... In the study performed in Spain by Trujillo-Sáez et al. [18], teachers emphasised the need to expand infrastructures (spaces and technological resources) and staff numbers, and noted that they have felt abandoned by the education authorities. They also expressed a desire to be trained in DC and teaching strategies in virtual contexts, as well as in active methodologies, assessment systems, feedback, and monitoring of students beyond the academic sphere. ...
... First, a questionnaire was designed based on the research by [17,18,[33][34][35][36][37][38]. Subsequently, 8 experts in education and ICT were asked to assess the suitability of the items, their clarity, and whether there was a need to add any further categories. ...
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This article focuses on the digital competency of primary school teachers in the Basque Country Autonomous Region (Spain) during the COVID-19 pandemic. The temporary closure of schools forced teachers to adapt face-to-face teaching-learning processes in order to operate remotely, making use of technology infrastructure and digital resources. While several educational policies have been developed with the aim of incorporating Information and Communication Technologies into schools, including the “Escuela 2.0” programme, research has shown that there is a lack of Information and Communication Technology training for teachers. The main objective of this study is to further understand the challenges faced by primary school teachers in adapting to remote teaching due to the COVID-19 during stay-at-home lockdown restrictions. An ad hoc quantitative questionnaire was used, which was validated in a trial by eight experts. A total of 1069 primary school teachers participated in the survey. The main results show the participants’ emphasis on their effort to reorganise and redesign subjects and their willingness to make use of information and communication technology infrastructure and resources. However, a high percentage of teachers reported that either they lacked information and communication technology training or considered themselves self-taught in these skills, and expressed interest in lifelong learning programmes in Google Classroom, Google Sites and Google Meet applications, among others.
... The variables that had the strongest professional impact on teachers during lockdown were the rescheduling of working hours and subject redesign, while the lack of support from the management team, the collapse of the VLEs, and the lack of support from other teachers were the items that obtained the lowest scores, below the mean values. This somewhat contradicts the results of the study by Trujillo-Sáez et al. (2020), who showed that teachers had felt abandoned by the education authorities. ...
... In addition, significant differences were perceived on all variables, except for the lack of clear guidelines from the management team on how to proceed and other issues, the lack of support from the management team and having an unstable Internet connection. Along these lines, Trujillo-Sáez et al. (2020) noted that teachers underlined the need to reinforce infrastructures (facilities and technological resources) and staffing levels and reported that they have felt abandoned by the education authorities. ...
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COVID-19 has greatly challenged many areas, including those affecting educational systems. Teachers have had to cope with tremendous pressure, stress, and anxiety. The objective of this study is to analyze how primary education teachers in the Autonomous Region of the Basque Country (Spain) perceive the impact that moods and the ensuing consequences of COVID-19 have on their personal and professional spheres. This study used a quantitative methodology based on a dedicated questionnaire. A total of 849 teachers answered the questionnaire and reported that they had felt nervous (x¯: 8.77) and tense (x¯: 8.57), and that they had been shocked by the excessive length of the lockdown (x¯: 7.70) and the restrictions in sports and leisure activities (x¯: 7.59). Significant differences were found according to gender, type of school, socioeconomic environment, age, and years of experience. The study highlights the need to educate both teachers and students so that they can manage and regulate their emotions in unexpected situations. An additional need was identified to enhance teachers’ digital skills to better enable them to face the challenges of the Information and Knowledge Society.
... The results obtained in the fields of education, public administration, and health partially contradict previous studies carried out in Spain, where one of the main complaints voiced by teachers, both at basic educational levels (Trujillo Sáez et al., 2020) and in higher education (Romeo et al., 2021;Tasso et al., 2021), was the lack of technical resources, information, and institutional support. Contrarily, other studies have pointed out that teachers perceived benefits on the use of new technologies and instruments for education, even though they stated that the educational system was not prepared for that sudden change (Obrad and Circa, 2021). ...
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With the outbreak of COVID-19 in spring 2020, small, medium, and large companies were forced to cope with the unexpected circumstances. Faced by this health emergency, it was necessary to ensure that staff remained motivated and that they could continue to carry out their duties despite the obstacles. The main goal of this exploratory research was to characterize employees who teleworked and who did not, and their motivation during the lockdown. A total of 11,779 workers from different-sized companies in various sectors answered an ad hoc questionnaire. By using non-parametric comparisons and Classification and Regression Trees (CRTs), the results show differences in both the assessment of strategies put into practice by the companies and the level of motivation of teleworkers and non-teleworkers, with the latter being more highly motivated. Nonetheless, teleworkers assessed their companies’ strategies and the role of their managers and colleagues more positively. This research helps to understand how different sectors have dealt with the crisis, according to the degree of teleworking implemented in each sector, and to what extent the motivation of the employees has been affected. The analysis of the large amount of data obtained confirms the importance of the role of managers in sustaining the motivation of their subordinates in times of crisis. In this sense, it is necessary to develop managers’ competencies in order to develop and maintain relations of trust and support with their coworkers. On the other hand, it is necessary to foster employees’ sense of meaningfulness and responsibility at work in order to keep them motivated.
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A consecuencia de la pandemia de la COVID-19, a nivel mundial, se vivió un confinamiento domiciliario que en España se dio entre marzo y junio de 2020. Ello supuso en el contexto educativo pasar de una modalidad de enseñanza presencial a una modalidad online. Esta adaptación tuvo que realizarse en todos los niveles educativos, de infantil a universidad, con los agravantes y problemas que todo ello supuso. Para la Educación Infantil supuso un mayor reto dado que en estas edades, el alumnado crea una dependencia muy grande con el docente, y este se convierte en guía y acompañante en el proceso de enseñanza-aprendizaje y donde además la presencialidad, el contacto y la socialización se vuelven muy importantes. Uno de los recursos más utilizado por los docentes de infantil en este tiempo ha sido el blog educativo, y así, con la inestimable ayuda de las familias se hizo posible la continuidad de la acción docente. Ante esta situación, quisimos conocer que uso y función se dio a los blogs educativos de esta etapa, y al contar con un estudio de las mismas características y anterior a la pandemia, quisimos comparar si se daba una diferencia. Para ello, se analizaron 60 blogs educativos de Educación Infantil, y se comprobó que durante la pandemia se les dio un uso mayor que antes de la misma, y que básicamente la función que desempeñaron fue la de ser utilizados como recurso de aprendizaje para sus alumnos. Con todo ello, podemos afirmar que los blogs educativos han sido, en este tiempo de crisis, unos excelentes recursos que han facilitado el aprendizaje y acompañado a docentes, discentes y familias de Educación Infantil en estos tiempos de crisis pandémica.
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Este trabajo exploratorio analiza las respuestas de los estudiantes de primero curso del Grado de Educación Primaria matriculados en la asignatura Sociología de la Educación en la Facultad de Ciencias de la Educación y del Deporte, de la Universidad de Vigo, en el curso 2019/20 respecto a sus percepciones sobre el uso que realizan de las herramientas Tics y su aplicación para la gestión del conocimiento. La investigación muestra que los estudiantes perciben que tienen competencias digitales para que el uso de las herramienta TIC; si bien indican sus menores destrezas respecto al uso de TIC para la gestión del conocimiento, en línea con investigaciones previas.
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