Education Sciences Department, Teacher Training College, University of Extremadura, 10003 Cáceres, Spain.
Int J Environ Res Public Health. 2022 Apr 13;19(8):4707. doi: 10.3390/ijerph19084707.
In the last two years, the effects of the COVID-19 pandemic on schools and its consequences for the training of new teachers have been the subject of numerous studies. The pandemic has led to a change in schools and their functioning, as trainee teachers have had to be introduced to a new environment for which university training proved to be insufficient. The pandemic poses shared challenges in which future teachers must be present. The objective of this study is to assess the perception of students enrolled in Early Childhood Education courses at the University of Extremadura (Spain) regarding the impact relationships between the subjects and agents of the educational communities. In order to achieve this goal, we present a qualitative study with a phenomenological design. The results of this research show perceptions in line with what the scientific literature shows: a profound change in the relationships between the different agents. Communication increased, but pedagogical issues were displaced by concerns about the health emergency. This study concludes with the need to broaden the knowledge of future teachers about the administrative functioning of and their relationship with the school, as well as about new resources to address new challenges.
在过去的两年中，COVID-19 大流行对学校的影响及其对新教师培训的后果一直是众多研究的主题。大流行导致学校及其运作方式发生了变化，因为实习教师必须适应大学培训证明不足的新环境。大流行带来了共同的挑战，未来的教师必须面对这些挑战。本研究的目的是评估在西班牙埃斯特雷马杜拉大学（University of Extremadura）就读幼儿教育课程的学生对教育社区的主题和参与者之间的关系的影响的看法。为了实现这一目标，我们提出了一项具有现象学设计的定性研究。这项研究的结果与科学文献所显示的一致：不同参与者之间的关系发生了深刻的变化。沟通有所增加，但教学问题被对健康紧急情况的担忧所取代。本研究的结论是，需要拓宽未来教师对学校行政运作及其与学校关系的了解，以及了解新资源以应对新挑战。
