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Desarrollo profesional del profesor de química a distancia: lecciones duraderas para el rediseño programático
Meng-Yang M Wu1, KatieMarie Magnone1, Roy Tasker2
1Department of Chemistry and Biochemistry, Miami University, Oxford, Ohio 45056, United States.
Journal of chemical education
|September 2, 2025
Resumen
La pandemia de COVID-19 desafió a los maestros de química de las escuelas secundarias, especialmente a los que no tienen colegas. El rediseño del desarrollo profesional (DP) mejoró la accesibilidad y la interactividad para combatir el aislamiento y mejorar el aprendizaje de los profesores.
Área de la Ciencia:
- Educación Científica
- Educación Química
- Desarrollo profesional del profesorado
Sus antecedentes:
- La pandemia de COVID-19 interrumpió los entornos tradicionales de enseñanza y aprendizaje.
- Los únicos maestros de química en las escuelas secundarias se enfrentaron a desafíos amplificados y al aislamiento.
- El acceso a las interacciones colegiadas y al desarrollo profesional (DP) probablemente se vio inhibido.
Objetivo del estudio:
- Para reflexionar sobre el rediseño de un programa de PD cara a cara a un formato remoto.
- Proporcionar recomendaciones para mejorar la accesibilidad y la interactividad de la PD para los profesores de química de secundaria.
- Para mitigar los desafíos a los que se enfrentan los profesores, en particular aquellos en posiciones aisladas.
Principales métodos:
- El estudio involucró el rediseño de un programa de PD para 20 maestros de química de secundaria.
- Un modelo de aprendizaje cognitivo informó las prácticas de enseñanza emergentes durante la transformación de la EP.
- Se recogieron reflexiones sobre las fortalezas de la EP, las áreas de mejora y los comentarios de los participantes.
Principales resultados:
- El rediseñado programa de PD remoto mejoró la accesibilidad e interactividad.
- El modelo de aprendizaje cognitivo guió la transformación de la implementación de PD.
- Los comentarios de los participantes proporcionaron información sobre la efectividad del PD rediseñado.
Conclusiones:
- Los principios de diseño basados en la teoría deben guiar el PD, seguido de la entrega basada en la tecnología.
- La flexibilidad y la adaptación durante la implementación del PD son cruciales para la participación y el aprendizaje de los profesores.
- El proceso de PD rediseñado ofrece un modelo para futuras experiencias de educación de maestros de alta calidad después de la pandemia.
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