| dc.creator | Martínez-Bello,Vladimir E. | |
| dc.creator | Díaz-Barahona,José | |
| dc.creator | Bernabé-Villodre,María del Mar | |
| dc.date | 2021-08-01 | |
| dc.date.accessioned | 2023-09-25T14:25:27Z | |
| dc.date.available | 2023-09-25T14:25:27Z | |
| dc.identifier | http://www.scielo.sa.cr/scielo.php?script=sci_arttext&pid=S1409-47032021000200424 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8819595 | |
| dc.description | Abstract Coronavirus 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. | |
| dc.format | text/html | |
| dc.language | en | |
| dc.publisher | Instituto de Investigación en Educación, Universidad de Costa Rica | |
| dc.relation | 10.15517/aie.v21i2.46793 | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.source | Actualidades Investigativas en Educación v.21 n.2 2021 | |
| dc.subject | pandemics | |
| dc.subject | higher education | |
| dc.subject | teacher education | |
| dc.subject | teleconferencing | |
| dc.title | University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) | |
| dc.type | info:eu-repo/semantics/article | |
