La Covid-19 y la actividad académica no presencial : percepción de los estudiantes de formación profesional de Galicia- España
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Data
2021-07
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University of Lusophone Humanities and Technology
Resumo
A COVID19 forçou o encerramento de centros educativos e a suspensão da actividade académica. Esta situação inesperada gerou um novo cenário de ensino-aprendizagem e centros educativos, professores, estudantes e famílias tiveram de responder a esta situação, sem tempo para planeamento. O objetivo deste trabalho é conhecer a percepção dos estudantes de Formação Profissional (VT) na Galiza sobre o desenvolvimento do processo de ensino-aprendizagem durante este período. Foi concebido e implementado um questionário ad hoc, ao qual responderam 505 estudantes de nível superior e intermédio, 54,3% eram mulheres e 44,8% eram homens, a maioria com mais de 20 anos de idade (56,4%). Os resultados indicam que 10 % dos estudantes não dispunham de ferramentas tecnológicas para continuar com o processo de aprendizagem e 21,4 % não tinham Internet no local onde se encontravam confinados. Os professores de formação profissional utilizaram diferentes tecnologias e metodologias para continuar a ensinar, sem uma linha de acção comum partilhada. Este estudo mostra a disparidade metodológica no EFP para continuar o processo de ensino durante a suspensão da actividade académica presencial, bem como o papel relevante do ensino presencial como pivô para a equidade e a redução das desigualdades.
COVID19 forced the closure of educational centres and the suspension of face-to-face academic activity. This unexpected situation generated a new teaching-learning scenario and centres, teachers, students and families had to respond, with no time for planning. The aim of this work is to know the perception of the Vocational Training (VT) students in Galicia about the development of the teaching-learning process during this period. To this end, an ad hoc questionnaire was designed and implemented, to which 505 Higher and Intermediate students responded, 54.3 % of whom were women and 44.8 % men, most of whom were over 20 years old (56.4 %). The results report that 10% of the students did not have technological tools to continue the learning process and 21.4% did not have the Internet where they were confined. Vocational training teachers used different technologies and methodologies to continue teaching, without a common shared line of action. Although students report that their digital competence allowed them to follow the teaching online, they recognise that they need more support from the teaching staff to continue their learning. 34.7% of students said that they had to look after children or people with dependency. This study highlights the methodological disparity in VET for continuing the teaching process during the suspension of face-to-face academic activity, as well as the relevant role of face-to-face education as an axis for equity and the reduction of inequalities.
COVID19 forced the closure of educational centres and the suspension of face-to-face academic activity. This unexpected situation generated a new teaching-learning scenario and centres, teachers, students and families had to respond, with no time for planning. The aim of this work is to know the perception of the Vocational Training (VT) students in Galicia about the development of the teaching-learning process during this period. To this end, an ad hoc questionnaire was designed and implemented, to which 505 Higher and Intermediate students responded, 54.3 % of whom were women and 44.8 % men, most of whom were over 20 years old (56.4 %). The results report that 10% of the students did not have technological tools to continue the learning process and 21.4% did not have the Internet where they were confined. Vocational training teachers used different technologies and methodologies to continue teaching, without a common shared line of action. Although students report that their digital competence allowed them to follow the teaching online, they recognise that they need more support from the teaching staff to continue their learning. 34.7% of students said that they had to look after children or people with dependency. This study highlights the methodological disparity in VET for continuing the teaching process during the suspension of face-to-face academic activity, as well as the relevant role of face-to-face education as an axis for equity and the reduction of inequalities.
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Palavras-chave
EDUCAÇÃO, COVID-19, FORMAÇÃO PROFISSIONAL, PROCESSO DE ENSINO-APRENDIZAGEM, EDUCATION, VOCATIONAL TRAINING, TEACHING-LEARNING PROCESS
Citação
Mariño Fernández, R, Barreira Cerqueiras, E M, García Antelo, B & Casal Otero, L 2021, 'La Covid-19 y la actividad académica no presencial : percepción de los estudiantes de formación profesional de Galicia- España', Revista Lusófona de Educação, vol. 51, no. 51, pp. 59-74. https://doi.org/10.24140/issn.1645-7250.rle51.04