The complex beginning of the contingency teaching practice of new students in inclusive education in times of COVID-19
Guardado en:
| Údar: | |
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| Formáid: | artículo original |
| Stádas: | Versión publicada |
| Fecha de Publicación: | 2021 |
| Cur Síos: | Teaching practices of less experienced teachers build on events within the school setting to help hone and develop better teaching skills. During contingencies, novice teachers have had to teach online due to the lockdown, thereby creating their own experience and initial training in an unconventional setting. The objective of this article is to reflect on this complex process. As a result of ethnographic research, student testimonies convey their perception about distance learning during the 2020-2021 school year. As a result, it is revealed that student teachers create thoughts about teaching under lockdown, thereby establishing the concept of their own teaching identity even during these uncertain times. |
| País: | Portal de Revistas UCR |
| Institiúid: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Teanga: | Español |
| OAI Identifier: | oai:archivo.portal.ucr.ac.cr:article/44760 |
| Rochtain Ar Líne: | https://archivo.revistas.ucr.ac.cr/index.php/educacion/article/view/44760 |
| Palabra clave: | Teaching Practice Professional Experience Teacher Reflection Learning Difficulties COVID-19 Inclusive Education Práctica docente Experiencia profesional Reflexión docente Dificultad de aprendizaje Educación inclusiva |