Educational Inclusion in Times Of COVID-19: Talking with Female Inclusive Teachers in Lima-Peru

Arellano, Elizabeth; Vergaray, Juan Méndez; Franco, Yvonne; Garro-Aburto, L. L.; Navarro, Enaidy Reynosa

doi:10.31838/ijpr/2020.12.01.408

Cited by 2 publications

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“…The origin of the COVID-19 disease in the city of Wuhan in China, the declaration of the pandemic in March 2020 and the growing contagion worldwide, caused a strong psychosocial impact in all senses, with students and children teachers immersed in it (Stoiljković, 2020). Thus, schools were closed to protect children and young people from the fearsome contagion and with this, problems arose in the teachers of how and what to teach; This is why new forms of teaching had to be implemented (Rivera et al, 2020). It is known that the teaching profession has always been carried out under difficult conditions; It is for this reason that they are constantly dissatisfied at work; The pandemic reality has given rise to a new complex and uncertain scenario, for which the working conditions and the demands of virtuality have made teaching work more complex, but at the same time constitute a challenge to empower oneself in this new reality (Salas et al , 2020).…”

Section: Introduction the Great Challenge Of Virtual Educationmentioning

confidence: 99%

“…In face-to-face education, learning is achieved through interaction with others, especially with peers and teachers (Rivera et al, 2020); now, at a distance, this has become more difficult. Likewise, in person, the teacher was able to get to know their students in different aspects and could detect various problems that altered learning, guiding the student and their parents to achieve improvements (Midcalf & Boatwright, 2020), this same is being done to distance, with the participation and commitment of the family, which have become the pillar of the teaching-learning process in this new reality (Cardini et al, 2020).…”

Section: Introduction the Great Challenge Of Virtual Educationmentioning

confidence: 99%

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The Impact of COVID-19 on the Teaching Work: From Face-to-Face to Virtual

Ulloa¹

2021

TURCOMAT

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The aim of this review is to analyze the publications on the impact of COVID-19 on the virtual work of teachers in relation to work, socio-family and mental health. To review the literature, 32 articles were examined in the following databases: Scopus, EBSCO and Scielo; in English and Spanish, between 2020-2021. The search terms were: "teachers AND Covid-19", "impact of Covid-19 on teachers", "mental health AND teachers", "stress AND COVID-19", "family AND COVID-19". In addition, for the analysis of the results, 14 articles were considered and organized in a data matrix considering the aspects: work life, socio-family and mental health of teachers; framed in the COVID-19 context. As a result, in one study, 36.1% of teachers indicated that they were moderately satisfied with their work because they were not prepared to take on virtual education. Likewise, other authors found that levels of stress and distress were increasing, reaching very serious levels. Consequently, studies carried out on the impact of COVID-19 on teachers' work show that it has significantly affected their daily educational work, but that teachers have found coping strategies to deal with this new social and pedagogical dynamic.

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Section: Introduction the Great Challenge Of Virtual Educationmentioning

confidence: 99%

Section: Introduction the Great Challenge Of Virtual Educationmentioning

confidence: 99%

The Impact of COVID-19 on the Teaching Work: From Face-to-Face to Virtual

Ulloa¹

2021

TURCOMAT

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Process of Inclusion of Students From Ethnic Communities In Conventional University Education

Santos,

Marín,

Rituay

et al. 2024

JICC

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This study aimed to analyze the inclusion process for students from the Awajún and Wampis ethnic communities within conventional university education in Peru. A case study design with an interpretative qualitative approach was employed. Data were collected using semi-structured, in-depth interviews with five students—three from the Awajún community and two from the Wampis community—selected through convenience sampling. Additionally, two life histories were documented to provide deeper insight into the students' experiences. The findings indicated that the inclusion process for Awajún and Wampis students is influenced by significant economic, linguistic, and cultural challenges. However, some supportive factors were identified, such as peer feedback, solidarity among students, and financial assistance from the State through the Beca 18 scholarship program. This program, established in 2013, aims to provide financial support to low-income students from rural areas to facilitate access to higher education. Despite these supportive mechanisms, the study concluded that a genuine and comprehensive inclusion process for students from ethnic communities remains lacking. This gap is attributed to the inability of conventional universities to foster dialogic communication that equally values diverse cultural knowledge. The main limitation of this study was the language barrier and communication differences, which may have impacted the depth of understanding of the students' expressions. Future research should involve interviewers proficient in native languages to ensure richer data collection. This study contributes to the limited body of research on the inclusion of students from ethnic communities in conventional universities, offering unique insights from the students’ perspectives.

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Educational Inclusion in Times Of COVID-19: Talking with Female Inclusive Teachers in Lima-Peru

Cited by 2 publications

References 0 publications

The Impact of COVID-19 on the Teaching Work: From Face-to-Face to Virtual

The Impact of COVID-19 on the Teaching Work: From Face-to-Face to Virtual

Process of Inclusion of Students From Ethnic Communities In Conventional University Education

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