Bibliographic Details
| Title: |
Dirigir escuelas en tiempos de COVID-19: la construcción de la resiliencia. |
| Alternate Title: |
Leading Schools in Times of COVID-19: Building Resilience. |
| Authors: |
Antonio Villalta, Marco1, Martinic Valencia, Sergio2, Rebolledo Etchepare, Jéssica1, Assael Budnik, Cecilia3 |
| Source: |
Revista Electrónica de Investigación Educativa. 2022, Vol. 24, p1-15. 15p. |
| Subject Terms: |
*COVID-19 pandemic, *Elementary school principals, *Urban education, *Rural education, *School administration, *Elementary schools, *Rural schools, *Urban schools, Digital technology |
| Abstract (English): |
The situation brought about by COVID-19 has transformed the way in which schools operate and the goals they have historically served. The objective of this research is to describe COVID-19 conditions that have an impact on the way contact in education is reflected upon and fostered, from the perspective of elementary school principals. Qualitative content analysis was conducted on in-depth interviews with principals from eight elementary schools in urban and rural areas in three regions of Chile. The results show that concern for content learning has given way to concern for students' socio-emotional well-being, and that in a COVID-19 context schools work differently depending on the area, with rural schools drawing on and strengthening their collaborative relationship with the community, while urban schools have focused on efficient use of digital technology. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
La situación provocada por el COVID-19 ha transformado la forma y las metas atribuidas históricamente a la escuela. El objetivo de este estudio es describir, desde la perspectiva de directores de escuelas primarias, las condiciones generadas por el COVID-19 que inciden en la reflexión y promoción del encuentro educativo. Para ello se realizó un estudio cualitativo de análisis de contenido a entrevistas en profundidad realizadas a directivos de ocho escuelas primarias de sectores urbanos y rurales de tres regiones de Chile. Los resultados indican que la preocupación por el aprendizaje de contenidos se ha desplazado a la preocupación por el bienestar socioemocional de los estudiantes; el funcionamiento de las escuelas en contexto de COVID-19 varía según la zona: las escuelas rurales han movilizado y fortalecido la relación colaborativa con la comunidad, en tanto que las escuelas urbanas se han enfocado en el uso eficiente de la tecnología digital. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
