Adaptation to Online Teaching at the Faculty of Teacher Training of the University of Oviedo
DOI:
https://doi.org/10.47553/rifop.v100i39.1.96176Abstract
The transition from face-to-face to online teaching and learning has been a great challenge for teachers and has required a spirit of self-improvement and accelerated self-training in order to meet the demands of the immediate. The aim of the present study was to analyze how this transition has been perceived by the teaching staff of the Faculty of Teacher Training and Education of the University of Oviedo; to establish possible teaching profiles of adaptation to online teaching; and to check whether the different profiles are associated with the sociological characteristics of the teachers. A descriptive non-experimental analysis was carried out using a questionnaire of 91 items, grouped into five blocks. It was applied through the Google Forms tool, in the spring of 2021. Regarding the emotional attitude of the teacher, there is stress in the face of the pandemic and isolation in the face of online teaching. The teaching staff has introduced modifications in the teaching, going deeper into the contents and incorporating new ones, including resources, activities, applying new methodologies with repercussions on the evaluation. It is also worth mentioning the reinforcement and increase of online tutoring time. Two teaching profiles have been found, one made up of teachers with a good attitude towards the new situation and a better adaptation to the changes associated with online teaching, and the other with a worse adaptation and disposition towards the changes.
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