In the context of the COVID-19 pandemic, higher education has faced unprecedented situations, compelling institutions and educators to quickly adapt to remote teaching modalities. This sudden shift has brought to the forefront the relevance of educators' beliefs and conceptions regarding online teaching.
The study conducted by Carmen Ricardo and Camilo Vieira from Universidad del Norte in Colombia focuses on exploring these critical dimensions, highlighting how the health emergency has altered educators' perceptions and practices in higher education.
Using a pretest and posttest approach, the researchers aim to identify changes in teachers' technological-pedagogical self-efficacy, their attitude towards reflective practice, and their perception of institutional support, among other relevant factors.
The research reveals that, despite the lack of prior preparation and the challenges inherent in such a rapid transition, there have been significant changes in educators' beliefs and pedagogical approaches to remote teaching.
The results suggest improvements in technological-pedagogical self-efficacy as well as challenges in the perception of institutional support, reflecting a complex reality where progress and obstacles intertwine.
This work contributes to a better understanding of the adaptation dynamics of educators to online learning environments and offers valuable lessons on managing remote teaching in times of crisis.
THE FULL ARTICLE CAN BE CONSULTED HERE (you can have it translated to your language using the button at the top of the article page)
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How to cite: Ricardo, C. & Vieira, C. (2023). Creencias y concepciones docentes de educación superior en enseñanza remota en el contexto de COVID-19. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 17–37. https://doi.org/10.5944/ried.26.1.33966
