University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain)

University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain);
University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain)

dc.creatorMartínez-Bello, Vladimir E.
dc.creatorDíaz-Barahona, José
dc.creatorBernabé-Villodre, María del Mar
dc.date2021-05-01
dc.date.accessioned2023-08-03T23:39:18Z
dc.date.available2023-08-03T23:39:18Z
dc.identifierhttps://revistas.ucr.ac.cr/index.php/aie/article/view/46793
dc.identifier10.15517/aie.v21i2.46793
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/7913958
dc.descriptionCoronavirus disease 2019 (COVID-19) is perceived as the worst modern-times pandemic. This entirely new health situation entailed a new challenge to the education system. To our knowledge, the impact of alternative teaching methods derived from the social distancing imposed by COVID-19 on university student perception in teacher education has not been investigated. The aim of this study was to analyse an educative experience developed in a Faculty of Teaching from March 2020 to July 2020 in order to overcome the challenge imposed by COVID-19. A qualitative approach was used for data collection and analysis using four information sources: (a) The final written documents developed by the working groups (b) The online oral presentation of their work (c) The semi-structured interviews conducted through videoconferencing during the lockdown and, (d) The focus groups meetings. We have identified 8 major categories. Our results show that: (a) students find videoconferences are a tool that offsets the issues of social distancing; (b) intrinsic motivation is essential to overcome the perceived barriers; (c) the move to a virtual environment allowed students to deepen their methodological skills; (d) students now see themselves more competent regarding academic information research; e) the constant interaction among group members and the teacher is a key element to achieve a positive experience during social isolation; (f) new logistic and operational dynamics for cooperative working were constructed as a result of using videoconferences. We highlighted the barriers and facilitators perceived by students during the implementation of a tutorial action during the COVID-19 pandemic.en-US
dc.descriptionCoronavirus disease 2019 (COVID-19) is perceived as the worst modern-times pandemic. This entirely new health situation entailed a new challenge to the education system. To our knowledge, the impact of alternative teaching methods derived from the social distancing imposed by COVID-19 on university student perception in teacher education has not been investigated. The aim of this study was to analyse an educative experience developed in a Faculty of Teaching from March 2020 to July 2020 in order to overcome the challenge imposed by COVID-19. A qualitative approach was used for data collection and analysis using four information sources: (a) The final written documents developed by the working groups (b) The online oral presentation of their work (c) The semi-structured interviews conducted through videoconferencing during the lockdown and, (d) The focus groups meetings. We have identified 8 major categories. Our results show that: (a) students find videoconferences are a tool that offsets the issues of social distancing; (b) intrinsic motivation is essential to overcome the perceived barriers; (c) the move to a virtual environment allowed students to deepen their methodological skills; (d) students now see themselves more competent regarding academic information research; e) the constant interaction among group members and the teacher is a key element to achieve a positive experience during social isolation; (f) new logistic and operational dynamics for cooperative working were constructed as a result of using videoconferences. We highlighted the barriers and facilitators perceived by students during the implementation of a tutorial action during the COVID-19 pandemic.es-ES
dc.descriptionCoronavirus disease 2019 (COVID-19) is perceived as the worst modern-times pandemic. This entirely new health situation entailed a new challenge to the education system. To our knowledge, the impact of alternative teaching methods derived from the social distancing imposed by COVID-19 on university student perception in teacher education has not been investigated. The aim of this study was to analyse an educative experience developed in a Faculty of Teaching from March 2020 to July 2020 in order to overcome the challenge imposed by COVID-19. A qualitative approach was used for data collection and analysis using four information sources: (a) The final written documents developed by the working groups (b) The online oral presentation of their work (c) The semi-structured interviews conducted through videoconferencing during the lockdown and, (d) The focus groups meetings. We have identified 8 major categories. Our results show that: (a) students find videoconferences are a tool that offsets the issues of social distancing; (b) intrinsic motivation is essential to overcome the perceived barriers; (c) the move to a virtual environment allowed students to deepen their methodological skills; (d) students now see themselves more competent regarding academic information research; e) the constant interaction among group members and the teacher is a key element to achieve a positive experience during social isolation; (f) new logistic and operational dynamics for cooperative working were constructed as a result of using videoconferences. We highlighted the barriers and facilitators perceived by students during the implementation of a tutorial action during the COVID-19 pandemic.pt-BR
dc.formatapplication/pdf
dc.formattext/xml
dc.formatapplication/zip
dc.languageeng
dc.publisherUniversidad de Costa Ricaes-ES
dc.relationhttps://revistas.ucr.ac.cr/index.php/aie/article/view/46793/46316
dc.relationhttps://revistas.ucr.ac.cr/index.php/aie/article/view/46793/47850
dc.relationhttps://revistas.ucr.ac.cr/index.php/aie/article/view/46793/47851
dc.rightsDerechos de autor 2021 Vladimir E. Martínez-Bello, José Díaz-Barahona, María del Mar Bernabé-Villodrees-ES
dc.sourceActualidades Investigativas en Educación; Vol. 21 No. 2 (2021): (May-August); 28en-US
dc.sourceActualidades Investigativas en Educación; Vol. 21 Núm. 2 (2021): (Mayo-Agosto); 28es-ES
dc.sourceActualidades Investigativas en Educación; v. 21 n. 2 (2021): (Mayo-Agosto); 28pt-BR
dc.source1409-4703
dc.subjectpandemicsen-US
dc.subjecthigher educationen-US
dc.subjectteacher educationen-US
dc.subjectteleconferencingen-US
dc.subjectpandemicses-ES
dc.subjecthigher educationes-ES
dc.subjectteacher educationes-ES
dc.subjectteleconferencinges-ES
dc.subjectpandemicspt-BR
dc.subjecthigher educationpt-BR
dc.subjectteacher educationpt-BR
dc.subjectteleconferencingpt-BR
dc.titleUniversity experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain)en-US
dc.titleUniversity experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain)es-ES
dc.titleUniversity experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain)pt-BR
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typetexten-US
dc.typeArticlees-ES
dc.typeTextoes-ES


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