Bibliographic Details
| Title: |
LIDERAR EL TRABAJO ESCOLAR EN TELESECUNDARIA DURANTE LA PANDEMIA: Desafíos colectivos y posibilidades para innovar. |
| Authors: |
RUIZ, AMANDA CANO1 mandy_caru@hotmail.com, ESPINO ROSENDO, HOLDA MARÍA2 holdaespino@gmail.com |
| Source: |
Revista Mexicana de Investigación Educativa. jul-sep2024, Vol. 29 Issue 102, p705-729. 25p. |
| Subject Terms: |
*COVID-19 pandemic, *Psychology of teachers, *Professional learning communities, Personnel management, Emotional labor |
| Geographic Terms: |
Veracruz (Veracruz-Llave, Mexico) |
| Abstract (English): |
This article reports a study documenting managerial leadership within the schoolwork in tele-secondary institutions during the Covid-19 pandemic. The approach was qualitative with case study support. An exploratory stage was carried out, with the participation of management and teaching staff from the State of Veracruz, Mexico, and another in-depth stage, which resulted in the selection of two cases. The analysis presented focuses on a school principal and the center where he works; with the support of Atlas.ti, three categories were defined: teacher well-being, closeness to the students and professional learning community. The results show that what prevailed was the physical, labor and emotional well-being of teachers; the search for permanence and learning of the students, as well as the constitution of a professional learning community. We recognized that the possibility of innovation in education emerged, even amidst the health crisis. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Este artículo presenta un estudio que documenta el liderazgo directivo dentro del trabajo escolar en telesecundaria durante la pandemia por covid-19. El enfoque fue cualitativo con apoyo en el estudio de casos. Se desarrolló una etapa exploratoria, con participación de personal directivo y docente de Veracruz, México, y otra de profundización, que permitió la selección de dos casos. El análisis presentado se enfoca en un director y la escuela donde labora; con apoyo en Atlas.ti, se definieron tres categorías: bienestar docente, cercanía con el alumnado y comunidad profesional de aprendizaje. Los resultados muestran el cuidado del bienestar físico, laboral y emocional docente; se procuró la permanencia y los aprendizajes del alumnado, así como la constitución de una comunidad profesional de aprendizaje. Se reconoció que, en medio de la crisis sanitaria, germinó la posibilidad de innovar en la educación. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
