Relationship between the accompaniment received in the Programa Todos a Aprender (PTA) and the pedagogical practice of teachers, in the context of confinement due to the COVID-19 pandemic
This article presents some of the results of the doctoral research, on the relationship that exists in the training for in-service teachers, carried out by the Programa Todos a Aprender program (PTA) of the Ministerio de Educación Nacional de Colombia (MEN) and, the pedagogical practices carried out...
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| 格式: | Online |
| 語言: | 西班牙语 |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2023
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| 主題: | |
| 在線閱讀: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2835 |
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| 總結: | This article presents some of the results of the doctoral research, on the relationship that exists in the training for in-service teachers, carried out by the Programa Todos a Aprender program (PTA) of the Ministerio de Educación Nacional de Colombia (MEN) and, the pedagogical practices carried out by targeted teachers in the department of Boyacá, in the context of confinement by Covid-19. To fulfill this purpose, a confirmatory investigation was carried out, with an ex post facto design. The Situated Accompaniment Scale and the Pedagogical Practices Scale were applied to 182 teachers targeted by the PTA during the years 2019 and 2020, through a non-probabilistic sampling process, by self-selection. Through quantitative analysis techniques, it was found that: PTA accompaniment had a significant correlation of 0.40 with the pedagogical practice of teachers, and influenced 12,9% of the actions and activities that they implemented. In addition, the pandemic did not affect the overall relationship between PTA accompaniment and pedagogical practices, because the correlation was similar between both variables during the two modalities (face-to-face and virtual). However, during the pandemic, teachers received more training content in the peer interaction dimension, and carried out more activities related to mediation processes; Likewise, it was found that the influence of pedagogical and didactic strengthening was greater in mediation actions, and the influence of peer interaction decreased in all pedagogical practice processes carried out by teachers. |
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