Análisis de los cambios ocurridos en la estrategias didácticas utilizadas por los docentes durante la pandemia en las provincias de Azuay y Cañar

Abstract

Currently due to the global health crisis known by Covid19, the Ecuadorian educational context faces the challenge of changing face-to-face teaching activities for virtual ones. The objective of this work is to analyze the didactic strategies used by teachers in the face-to-face context, before the pandemic and then, in virtuality (with the pandemic). This in order to study the adaptability of Ecuadorian teachers to the new situation and evaluate the effectiveness of the different strategies used during the virtual modality. The methodology used was qualitative, accompanied by a narrative ethnographic design. The study population consisted of 20 public and private institutions in the provinces of Azuay (Cuenca) and Cañar (Azogues) and a sample of 45 teachers from these educational institutions. Interviews, surveys and observations of the classes were carried out. The virtual sessions were observed in situ. To analyze the face-to-face classes, the researchers' field diaries and surveys of other practitioners from the National University of Education were used. The data analysis was carried out using comparative tables of the responses to the interviews by categories and by age range. The results indicate that the didactic strategies used in virtuality have changed little. Teachers use the same face to-face strategies, with the consequent loss of opportunities to offer quality online education. The main difficulties were basically observed in teachers over 48 years of age and in teachers in the province of El Cañar.