Echeverría María-Puy Pérez, Pozo Juan-Ignacio, Cabellos Beatriz
Department of Basic Psychology, Faculty of Psychology, Autonomous University of Madrid, Madrid, Spain.
Front Psychol. 2022 Apr 11;13:870903. doi: 10.3389/fpsyg.2022.870903. eCollection 2022.
To research teachers' priorities on what was to be taught and learned during the COVID-19 lockdown, we asked Spanish Primary and Secondary teachers to choose and describe the activity they preferred among those carried out with their students during the pandemic. Our interest was to investigate what really happened in the classrooms, the type of learning favored by the practices (reproductive vs. constructive), and the agreement between the teacher's goals and their teaching We obtained 272 activities that we analyzed according to the proposed goals, the types of learning worked (verbal, procedural, and attitudinal), and the kind of teaching promoted (content or student-centered). Results showed that most teachers proposed content-centered activities, oriented above all to verbal learning. There were clear differences between the proposed goals, partly student-centered, and what was really taught, essentially content-centered. We obtained two teaching profiles, one reproductive and the other constructive.
为了研究教师对于在新冠疫情封锁期间教与学内容的优先选择，我们邀请西班牙中小学教师从疫情期间与学生开展的活动中选择并描述他们最喜欢的活动。我们感兴趣的是调查课堂上实际发生了什么、这些活动所青睐的学习类型（复制性学习与建构性学习）以及教师目标与教学之间的一致性。我们获取了272项活动，并根据提出的目标、所采用的学习类型（语言、程序和态度方面）以及所倡导的教学类型（以内容为中心或以学生为中心）对其进行了分析。结果表明，大多数教师提出的是以内容为中心的活动，主要侧重于语言学习。在部分以学生为中心的提出目标与实际所教的主要以内容为中心的内容之间存在明显差异。我们得出了两种教学模式，一种是复制性的，另一种是建构性的。
