Desafíos y posibilidades para desarrollar prácticas de formación de profesores de matemáticas en la LEMA en el marco de la emergencia sanitaria (Sras-Cov-2)

Abstract

This work was based on the teaching experiences of a group of Mathematics Degree teachers from the Francisco José de Caldas District University; focusing on the core of practice/intensive practice when developing its work in the training of future teachers. The development time of this document occurred between 2019 and 2021 and its objective was focused on showing the possibilities, challenges and difficulties faced by the teaching and learning processes within the framework of the pandemic decreed by COVID-19. or Sars-Cov-2. In the pandemic period, the economic and social sectors, specifically education, had to reorganize. The measures decreed by different governments, worldwide including Colombia, decide to suspend face-to-face attendance at all levels of schooling. In this context, a series of alternatives were deployed, such as: distance learning modalities, use of platforms, digital tools and flexible learning hours. Given the limited availability of counselors who could play this support role in the institutions, it is necessary to use different tools such as information campaigns, guides and support through teachers. Finally, for teachers, tools, platforms and applications are offered to help them plan classes, evaluate student work and promote collaborative work and incentives for creativity. (World Group Bank, 2022: p. 24). Within the framework of the suspension of face-to-face classes, the need to maintain continuity in learning begins to emerge, generating challenges in flexibility, compliance with the curriculum, connectivity, understanding of topics, as well as the lack of tangible materials for the acquisition of these lessons. As a point of attention for this research, it is given from the characterization of the context and the intensive practice in the health emergency, that is, two factors that influenced the mode and method for teacher training; These elements, found during the development of this and aspects related to the connectivity of the students, led to the practical sessions being carried out virtually. Thus, the work focuses on identifying challenges and possibilities to develop these training practices for mathematics teachers in the LEMA within the framework of the health emergency. This identification is achieved from interviews. On the other hand, to carry out this work, the qualitative methodology was used, taking as a fundamental axis what was proposed by Kvale (2011): "through the interviews we intend to approach the world "out there", fleeing from specialized research environments such as the laboratories, to understand, describe and explain "from the inside"; the latter with the purpose of developing the document with the chosen base group, teachers of the Mathematics Degree of the Francisco José de Caldas District University (UDFJC) and directing it to the academic space of intensive practice during the time that the preventive isolation was decreed to cause of COVID-19. The final conclusions of this investigation show the analysis based on the information collected; as well as a comparison of experiences that help to expand the panorama of those challenges that were found on the path of virtual training, this within an educational range that was reformulated as a result of the global pandemic crisis.