Preparação para o ensino mediado pela tecnologia e desgaste em docentes universitários de línguas durante a pandemia da COVID-19
DOI:
https://doi.org/10.17533/udea.ikala.v26n3a11Palavras-chave:
aprendizagem de línguas assistido pela tecnologia, COVID-19, docentes de línguas, formação docente, desgaste docente, ensino onlineResumo
Este estudo quantitativo explorou a capacitação de professores universitários de línguas estrangeiras para o ensino mediado pela tecnologia e as condições de desgaste profissional que caracterizaram a transição da instrução presencial às aulas virtuais durante a pandemia da covid-19. Por meio de uma enquete em Google Forms® e um questionário para sondar o desgaste, coletaram-se dados de 104 docentes de uma universidade pública em um estado mexicano que foi afetado severamente pela propagação do vírus em 2020. A enquete indagou pelas condições institucionais, pessoais, a formação dos docentes para o ensino e o uso e acesso à tecnologia. O questionário explorou três dimensões do desgaste docente: fadiga, despersonalização e desempenho na docência mediada pela tecnologia fora da universidade. As respostas da enquete e do questionário foram submetidas à análise de frequência. No que respeita à capacitação, as análises revelaram que os participantes tinham um número grande de horas de aula; contavam com acesso permanente a aparelhos de comunicação e internet, mas lhes faltava capacitação para o ensino de línguas assistido pela tecnologia. Em consequência, de maneira autônoma, tiveram que identificar recursos tecnológicos para suas aulas. No que respeita ao desgaste, os dados revelam que os docentes experimentam fadiga pela sobrecarga laboral, o uso de recursos tecnológicos e incerteza no uso da tecnologia. Apesar desses inconvenientes, a tecnologia permitiu manter o interesse por seus estudantes, sentir satisfação com suas aulas e atingir os objetivos institucionais.
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