Serviços Personalizados
Journal
Artigo
Indicadores
- Citado por SciELO
- Acessos
Links relacionados
- Citado por Google
- Similares em SciELO
- Similares em Google
Compartilhar
Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud
versão impressa ISSN 1692-715Xversão On-line ISSN 2027-7679
Resumo
ROJAS-OSPINA, Tatiana; OCHOA-ANGRINO, Solanlly e TOVAR-AGUIRRE, Alexander. Training on autonomy promotion and pedagogical support during COVID-19 lockdowns. Rev.latinoam.cienc.soc.niñez juv [online]. 2023, vol.21, n.2, pp.226-259. Epub 26-Out-2023. ISSN 1692-715X. https://doi.org/10.11600/rlcsnj.21.2.5320.
This paper analyzes the implementation of a professional development program on autonomy promotion and instructional support in the classroom, and the relationship between this program and students’ engagement. The program was designed during the delivery of online classes as a result of the COVID-19 pandemic. The study used a convergent parallel design. Participants were five elementary teachers and their students (N=110) at a public school in Cali, Colombia. The program consisted of two workshops and three online individual feedback sessions. Classes were recorded before and during the program and classroom interactions were coded. The results show high variability in teachers’ autonomy promotion and instructional support during the classes. Students’ engagement was higher when teachers promote greater autonomy and instructional support. Variables that could affect teachers’ use of learning from the program are discussed.
Palavras-chave : Autonomy support; instructional support; engagement; professional development program; pandemic; elementary school; teacher; ICT.