Niveles de reflexión demostrados por estudiantes de pedagogía en inglés chilenos sobre el diseño y la implementación de una clase a distancia en contexto de pandemia COVID-19
Resumen
El objetivo general de este estudio es identificar los niveles de reflexión que evidencian estudiantes de pedagogía en inglés chilenos en práctica profesional sobre el diseño y la implementación de una clase a distancia en contexto de pandemia COVID-19. Este estudio utilizó, en primer lugar, la metodología cualitativa para describir la reflexión de los participantes y sus respectivos niveles. La recolección de estos datos implicó la narrativa ya que los informantes completaron un formulario escrito, aludiendo situaciones problemáticas o episodios críticos que experimentaron al diseñar o implementar una clase a distancia. Asimismo, se empleó la metodología cuantitativa para reconocer la frecuencia en que los informantes mencionaban, en su narrativa, determinados focos de reflexión sobre el diseño y la implementación de sus clases a distancia. Los resultados sugieren que los estudiantes de pedagogía en inglés en práctica profesional solo alcanzan un nivel descriptivo de reflexión. Sus focos de reflexión se relacionan con distintos elementos de la enseñanza remota, tales como las actividades, los recursos didácticos y el tiempo. Resulta necesario que la preparación profesional ayude a los futuros profesores de inglés a lograr un nivel conceptual/comparativo o crítico de reflexión. Esto en el marco de prácticas que integren enfoques comunicativos.
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