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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| Format: | Online |
| Language: | Spanish |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2023
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| Online Access: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2835 |
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| author | Jimenez-Parra, Juan Arturo |
| author_browse | Jimenez-Parra, Juan Arturo |
| author_facet | Jimenez-Parra, Juan Arturo |
| author_sort | Jimenez-Parra, Juan Arturo |
| collection | OJS- Educación y Ciudad |
| description | 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. |
| first_indexed | 2026-02-24T16:00:35Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-2835 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:35Z |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-28352024-06-28T12:42:47Z 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 Relación entre el acompañamiento recibido en el Programa Todos a Aprender (PTA) y la práctica pedagógica de los docentes, en el contexto del confinamiento por la pandemia de Covid-19 Jimenez-Parra, Juan Arturo formación en confinamiento Covid-19 Todos a Aprender (PTA) formación continua acompañamiento situado prácticas pedagógicas training in confinement Covid-19 Todos a Aprender (PTA) continuous training situated accompaniment pedagogical practices 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. En este artículo se presentan algunos de los resultados de la investigación doctoral1, sobre la relación que existe en la formación para docentes en servicio, realizada por el Programa Todos a Aprender (PTA) del Ministerio de Educación Nacional de Colombia (MEN) y, las prácticas pedagógicas que realizan los docentes focalizados del departamento de Boyacá, en el contexto del confinamiento por Covid-19. Para cumplir con este propósito, se realizó una investigación confirmatoria, con un diseño expostfacto. Se aplicó la Escala de Acompañamiento Situado y la Escala de Prácticas Pedagógicas a 182 docentes focalizados por el PTA durante los años 2019 y 2020, mediante un proceso de muestreo no probabilístico, por autoselección. A través de técnicas de análisis cuantitativas se encontró que: el acompañamiento PTA tuvo una correlación significativa de 0,40 con la práctica pedagógica de los docentes, e influyó en un 12,9 % sobre las acciones y actividades que ellos implementaron. Además, la pandemia no afectó la relación global entre el acompañamiento PTA y las prácticas pedagógicas, porque la correlación fue similar entre ambas variables durante las dos modalidades (presencial y virtual). Sin embargo, durante la pandemia, los docentes recibieron más contenidos de formación en la dimensión de interacción entre pares, y realizaron más actividades relacionadas con los procesos de mediación; asimismo, se encontró que, la influencia del fortalecimiento pedagógico y didáctico fue mayor en las acciones de mediación, y la influencia de la interacción entre pares disminuyó en todos los procesos de práctica pedagógica realizados por los docentes. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2023-03-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2835 10.36737/01230425.n44.2023.2835 Educación y Ciudad; No. 44 (2023): Remote, Non-Face-to-Face Education in Educational Settings and Its Effects (January-June); e2835 Educación y Ciudad; No. 44 (2023): Educación remota no presencial en los escenarios educativos y sus efectos (enero-junio); e2835 Educación y Ciudad; Núm. 44 (2023): Educación remota no presencial en los escenarios educativos y sus efectos (enero-junio); e2835 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2835/2325 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2835/2354 Derechos de autor 2023 Juan Arturo Jimenez-Parra https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | formación en confinamiento Covid-19 Todos a Aprender (PTA) formación continua acompañamiento situado prácticas pedagógicas training in confinement Covid-19 Todos a Aprender (PTA) continuous training situated accompaniment pedagogical practices Jimenez-Parra, Juan Arturo 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 |
| title | 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 |
| title_alt | Relación entre el acompañamiento recibido en el Programa Todos a Aprender (PTA) y la práctica pedagógica de los docentes, en el contexto del confinamiento por la pandemia de Covid-19 |
| title_full | 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 |
| title_fullStr | 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 |
| title_full_unstemmed | 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 |
| title_short | 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 |
| title_sort | 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 |
| topic | formación en confinamiento Covid-19 Todos a Aprender (PTA) formación continua acompañamiento situado prácticas pedagógicas training in confinement Covid-19 Todos a Aprender (PTA) continuous training situated accompaniment pedagogical practices |
| topic_facet | formación en confinamiento Covid-19 Todos a Aprender (PTA) formación continua acompañamiento situado prácticas pedagógicas training in confinement Covid-19 Todos a Aprender (PTA) continuous training situated accompaniment pedagogical practices |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2835 |
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