Reflexiones del profesorado chileno de inglés sobre su trabajo pedagógico desde sus competencias en la enseñanza virtual de inglés en contexto de pandemia
DOI:
https://doi.org/10.21703/0718-5162202202102147012Abstract
La pandemia mundial y las clases online han remecido el proceso de enseñanza y aprendizaje en Chile y el mundo. Este artículo busca explorar y analizar las reflexiones de un grupo de profesores chilenos de inglés en servicio, sobre las dimensiones de su trabajo pedagógico y cómo han abordado este proceso desde sus creencias, cogniciones, conocimientos y competencias profesionales. Se utilizó una metodología cualitativa de naturaleza exploratoria, basada en entrevistas semi-estructuradas derivadas de las dimensiones del Marco para la Buena Enseñanza (MBE). Sus reflexiones y experiencias se analizan desde referencias existentes que conceptualizan la construcción del conocimiento docente. Así, se considera la propuesta estatal a través de la evaluación docente y el MBE, las creencias y cognición docente la competencia multidimensional y el conocimiento tecnológico pedagógico del contenido o TPACK Los resultados de esta investigación evidencian una fuerte preocupación por parte de las y los docentes por diseñar oportunidades de aprendizaje, considerando su propia autonomía y los factores contextuales y socio-afectivos que puedan estar afectando a sus estudiantes en la toma de decisiones didácticas. Este proceso de adaptación a una nueva realidad de clases, también ha reestructurado sus creencias epistemológicas, sus competencias y sus percepciones como profesionales de la educación reflexionando sobre el proceso de enseñanza-aprendizaje.
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