Virtualización de las clases de educación física y salud en la red de Colegios de la Sociedad Institucional Primaria de la Región Metropolitana durante el primer semestre de 2020 : la mirada de los docentes en el marco para la buena enseñanza
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Archivos
Fecha
2020
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Este estudio buscó identificar los efectos de la virtualización de las clases de Educación Física y
Salud en la Red de Colegios SIP de la Región Metropolitana durante el primer semestre de 2020
relacionado al Marco para la Buena Enseñanza, por medio de la aplicación de un instrumento
creado a través de la plataforma Google Forms, el que fue enviado a los correos institucionales
de los 51 profesores de Educación Física y Salud utilizados como muestra. Los resultados
obtenidos a partir del instrumento creado se tabularon en Excel y fueron analizados con el
software Statistical Package for the Social Sciences (SPSS) y Atlas.ti 9. Un 95,3% de los
docentes utilizó Google Meet para realizar sus clases en línea, en las cuales el 58% de docentes
afirmó no contar con estudiantes que siempre activan su cámara durante las clases, esto fue
caracterizado como una desventaja de las clases en línea por un 36,95% de afirmaciones
negativas. De las retroalimentaciones, se consideró una desventaja o contra de las clases en
línea por un 54,34% de las afirmaciones negativas. Se caracterizó la autonomía del aprendizaje
como un beneficio de las clases en línea. 81,4% de los docentes afirmaron tener dominio de las
TIC y un 75,3% recibió acompañamiento técnico para el uso de recursos digitales, no obstante,
estos no consideraron enseñar de mejor manera a través de las TIC, evidenciado en un nivel de
aprobación neutral de un 41,9%
This study sought to identify the effects of the virtualization of Physical Education and Health classes in the SIP School Network of the Metropolitan Region during the first semester of 2020 related to the Framework for Good Teaching, through the application of an instrument created Through the Google Form platform, which was sent to the institutional emails of the 51 Physical Education and Health teachers used as a sample. The results obtained from the instrument created were tabulated in Excel and analyzed with the Statistical Package for the Social Sciences (SPSS) and Atlas.ti software 9. 95.3% of the teachers used Google Meet to carry out their online classes. In which 58% of teachers stated that they did not have students who always activate their camera during classes, this was characterized as a disadvantage of online classes by 36.95% of negative statements. Of the feedbacks, it was considered a disadvantage or against the online classes by 54.34% of the negative affirmations. Learning autonomy was characterized as a benefit of online classes. 81.4% of the teachers stated that they had mastery of ICT and 75.3% received technical support for the use of digital resources, however, they did not consider teaching better through ICT, evidenced at a level of neutral approval of 41.9%.
This study sought to identify the effects of the virtualization of Physical Education and Health classes in the SIP School Network of the Metropolitan Region during the first semester of 2020 related to the Framework for Good Teaching, through the application of an instrument created Through the Google Form platform, which was sent to the institutional emails of the 51 Physical Education and Health teachers used as a sample. The results obtained from the instrument created were tabulated in Excel and analyzed with the Statistical Package for the Social Sciences (SPSS) and Atlas.ti software 9. 95.3% of the teachers used Google Meet to carry out their online classes. In which 58% of teachers stated that they did not have students who always activate their camera during classes, this was characterized as a disadvantage of online classes by 36.95% of negative statements. Of the feedbacks, it was considered a disadvantage or against the online classes by 54.34% of the negative affirmations. Learning autonomy was characterized as a benefit of online classes. 81.4% of the teachers stated that they had mastery of ICT and 75.3% received technical support for the use of digital resources, however, they did not consider teaching better through ICT, evidenced at a level of neutral approval of 41.9%.
Notas
Tesis (Profesor de Educación Física para la Enseñanza Básica, Licenciado en Educación)
Palabras clave
Educación a Distancia, Educación Física, Enseñanza