Impacto del proyecto de profesionalización en la Amazonía en tiempos de covid-19: una experiencia innovadora

Abstract

The pandemic generated by covid-19 led us to reflect on new challenges to be overcome by teachers at the global, regional and national levels. Teacher reinvented didactic and pedagogical experiences. In this framework, the researchers propose this study whose objective is to establish the impact of the professionalization process on UNAE’s student-teachers, from the pedagogical experience of author-tutor teachers. A qualitative approach was applied, it mixed a descriptive and explanatory methodology and was developed in three dimensions: contexts for the development of the teaching work, accompaniment strategies, and their socioemotional impact. A total of 466 teachers from different support centers in Amazonia participated in this study. A questionnaire was designed, it consisted on a Likert scale from 1 to 5 (1=not at all, 5= totally), of 15 items that estimated teachers’ perception. The results indicate a complex process evidenced by the educational social context, likewise, it showed that student-teachers felt accompanied by collaborative work and innovative, and participative strategies. Finally, regarding the socioemotional impact, it could be established that the author-tutor teacher accompaniment strongly motivated student-teacher work, generating empathy and resilience necessary for the consolidation and development of their training process