Finding ourselves in university teaching practices: post-pandemic guiding categories
University teachers build teaching practices daily, constantly challenged by the challenges imposed by the updating of knowledge, the context, variations in public and educational policies, social changes and a deep occupation by the subjects who intervene in the educational process. We had been goi...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2024
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14840 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14840_oai |
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| Sumario: | University teachers build teaching practices daily, constantly challenged by the challenges imposed by the updating of knowledge, the context, variations in public and educational policies, social changes and a deep occupation by the subjects who intervene in the educational process. We had been going through a particular alterity, perceiving changes that were accelerated with technologies and determined new necessary conditions and the perception that something was about to change inevitably. And in this journey, a global mutation such as the COVID-19 pandemic, determined that both teachers who visualized it and those who did not, were affected by a disruption, which without the possibility of choosing, made visible the need to recognize the social situations, health, accessibility, that require teaching practices crossed by technologies. A before, a during and an after that determines encounters and disagreements. The present work composes the results of a research process framed in the Doctorate in Education, under the direction of PhD Mariana Maggio in which we interpret teaching experiences in contemporary settings, which allow them to recognize each other, find each other, find clues, based on the constructed categories that we understand work. as post-pandemic guidelines. |
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