Desarrollo profesional de docentes de lenguas extranjeras en épocas de crisis: desafíos y soluciones
DOI:
https://doi.org/10.17533/udea.ikala.v28n1a01Palabras clave:
desafíos;, COVID-19, enseñanza remota de emergencia (ERE); , lenguas extranjeras, desarrollo profesionalResumen
La situación inédita planteada por la COVID-19 forzó a muchas universidades e instituciones de educación superior en todo el mundo a revisar tanto la planeación como la realización de sus clases, lo que llevó a los docentes a utilizar medios en línea y móviles. La transición también llevó a los docentes a revaluar su desarrollo profesional (DP). El presente estudio exploratorio se centró en el DP que experimentó un grupo de docentes de lengua extranjera de una universidad en Colombia durante esta crisis. Específicamente, el estudio dentifica los desafíos que encontraron y cómo los enfrentaron. Los datos se recogieron mediante una encuesta de preguntas abiertas y se analizaron usando análisis de contenido. Los resultados muestran diez desafíos principales, que luego se clasificaron en tres categorías temáticas: a) adaptación a la enseñanza remota de emergencia, b) fomento de la participación del estudiante, y c) manejo de emociones. Las conclusiones revelan que los docentes asumieron la crisis con una actitud positiva, iniciando diferentes oportunidades de DP, haciendo un despliegue de agencia, responsabilidad y flexibilidad. Por consiguiente, los desafíos y su reacción a ellos estimularon el DP y el aprendizaje de este grupo. Estos hallazgos sugieren que las instituciones deberían permitir la retroalimentación de los docentes sobre los tipos de programas de DP que necesitan para situaciones específicas.
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