(Remote) Teaching practices as accompaniment in first year of the initial teaching formation, in unprecedented times

Keywords:

teacher formation, accompaniment practices, academic accessibility,

Abstract

This article approaches entrance to higher education, in teaching formation programs, and seeks to find possibilities of intervention as regards drops in this level. We are interested in getting back an experience in process, among groups of early years students, which promotes academic accessibility in these times of sanitary emergency. From a sociocritical perspective in education we recover contributions from Birgin (2015), Ezcurra (2011) and Bourdieu (2007) to reflect on higher education entrance, in which inequalities -originated at lower levels- are reproduced, together with negative views translated into practices, and the absence of certain necessary habitus to be able to go through the teaching formation. It is interesting to register the analysis in an unprecedented present, from the irruption of virtual education, which has led to the resignification of bonds and group work in learning and teaching.

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Author Biography

Mónica Inés Delgado, Instituto de Formación Docente de Bariloche Universidad Nacional de Río Negro

Profesora titular Práctica Docente del Profesorado de Educación Especial con orientación en discapacidad intelectual, del Instituto de Formación Docente Bariloche.

Coordinadora de Asistencia pedagógica en discapacidad, UNRN, Sede Andina.

Licenciada en Educación UNRN

 

 

 

References

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Published

2021-01-07

How to Cite

Delgado, M. I., & Delgado, M. L. (2021). (Remote) Teaching practices as accompaniment in first year of the initial teaching formation, in unprecedented times. Praxis Educativa, 25(1), 1–12. Retrieved from https://ojs.unlpam.edu.ar/ojs/index.php/praxis/article/view/4981

Issue

Vol. 25 No. 1 (2021): enero-abril

Section

Artículos

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