Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The abrupt change of teaching, from face-to-face to virtual, generated in elementary teachers excess workload, a perception of neglecting their personal and family activities, uncertainty about health, as well as emotional exhaustion. Considering that emotional intelligence can act as a personal protective factor, the objective of this study was to evaluate the differences between teachers in a virtual teaching situation due to confinement from COVID-19, according to various conditions –sex, years of teaching experience, educational level where they teach, and type of school–, regarding the components of emotional intelligence: attention, clarity and repair. A quantitative comparative study was carried out, with a non-probabilistic sample made up of 103 teachers, with an average age of 41.31 years (SD = 9.78), 41.7% men and 58.3% women. The 24-item Trait Meta-Mood Scale instrument was used. Through anova with factorial design, interaction effects were found in emotional comprehension and regulation, in relation to some characteristics of the teacher. These findings point to the need to consider the development of emotional skills in the educational field to better face future adversities.

The objective of this article is to analyze the educational and family reasons that promote child labor in the State of Guanajuato, focusing special attention on the municipalities of Celaya, Comonfort and San Miguel de Allende. The qualitative approach is used with a Grounded Theory design, having as techniques: semi-structured interview, observation, review and documentary analysis. Staff from the education sector (primary and secondary teachers and managers) and from the public sector (coordinators of childhood programs) participated in the research. The results indicate that in the educational space there are internal and external factors that favor child labor, while in the family space the following dimensions are identified: contextual, economic, educational, family types and dynamics. The investigation concluded that it is essential to consider these educational and family reasons in the development of public policies, strategies and actions for child labor and education.

The purpose of this research was to analyze the relationship between the factors of self-perceived teaching competence and teaching approaches in elementary school teachers. The sample was incidental under a quantitative approach, with a non-experimental, cross-sectional and relational design. The sample consisted of 158 teachers from a municipality in the southern part of the state of Sonora. The Self-Perceived Competence Evaluation Scale for Teachers in Primary Education [in Spanish: ECAD-EP] and the Teaching Approaches Questionnaire [CEE] were applied. SPSS Version 25 was used for data analysis. The main finding is that the higher the student-centered approach, the higher the self-perceived teaching competence. It is concluded that there are significant relationships between the factors of self-perceived teaching competence (socioemotional, communicative-relational, and instructional) and teaching approaches (teacher-centered and student-centered approach).

The acknowledgement of education as part of the fundamental rights is, until now, an often empty discourse. There is a great challenge in Mexico to guarantee this important right. It is essential to think about policies and strategies capable to retain high school students in the classroom, avoiding the school dropout that affects about eight hundred thousand students every school year. Here is a brief review of the state-of-the-art where different types of conceptualizations were found, it is a changing concept throughout the time, but the most important thing is the critical coincidence against the concept of desertion, to name this educational phenomenon, because of the stigmatization of the students. The purpose of this essay is to reflect on the complex situation of this phenomenon to reach a good solution. A qualitative methodology from the recent theoretical and conceptual contributions around the abandonment and school climate is used here. The essay is divided as follows: first, the state-of-the-art about school dropout is documented; secondly, this paper focuses in the high school climate and, finally, it offers a multifactorial interpretation between dropout and school climate.

The purpose of this research was to know the meanings that elementary school teachers attributed to the teaching exercised in times of pandemic in Puebla (Mexico). The study had an epistemic position of phenomenological-hermeneutical method, qualitative methodology and design focused on symbolic interactionism. The free association technique was used for data collection. In the results, the teachers related the pandemic to the categories: public health problem, human finitude, and confinement as a way of life. Teaching was defined with the categories: work and personal impact, work profile, forms of teaching praxis, and forms of distance education. It is concluded that the teachers constructed meanings to their function based on the definition of new teaching routines derived from the diversification of their roles and their adaptation to the technological and pedagogical demands, which they did while immersed in a framework of tension, prioritizing the value of life, health, the ethical-professional commitment with its students, and the transcendence of the ontological dimension as the greatest social bastion.

The COVID-19 pandemic caused a period of confinement that, abruptly, forced educational systems to transition from a face-to-face modality to a virtual one, and many teachers did not have prior preparation to work on digital platforms. The objective of this study was to explore the perception of University students about the teaching and learning processes using the Microsoft Teams platform, two years after starting distance classes. A quantitative approach with a descriptive cross-sectional design was used. 44 men and 46 women from the Bachelor´s Degree of Public Accounting participated, through a 30-item instrument, applied in the month of December 2021, which analyzed four categories: teacher skills, platform, course characteristics and satisfaction. The results found show a positive perception in all the items analyzed, except in the item related to the preferred teaching modality.

The purpose of this study is to analyze and understand the points of view and experiences elucidated by ten teachers of the Escuela Normal Superior de México (ENSM) about the 2018 study plan of the Bachelor of Teaching and Learning in Secondary Education. For its achievement, the qualitative methodology is used from the life story referent, and an interview script is prepared aimed at answering the following research questions: “What do the normalist teachers think about the 2018 study plan?”, “What uncertain situations have you faced?”, “ What curricular contents do you consider viable?”, “What is missing from the curriculum?” The results show the fragmentation and repetition of programmatic contents. It is distinguished as an imperative need to eradicate the normative criteria that oppose to integrate as advisors those professors who do not have the academic degree of master. They show signs of concern about the lack of curricular content on general didactics. Finally, they gladly admit the professional practice training path and reveal the importance of having included research content in the classroom, the situated teaching approach and their respective learning strategies.

This research, guided by a sociocultural approach, aimed to analyze the traits that students attribute to the pedagogical interactions offered by “good teachers”. 53 students from a private high school in Villarrica, Araucanía Region, Chile, participated in the study. Information was collected through written interviews, drawings, and focus groups. This information was analyzed using an inductive qualitative content method. The results revealed three types of interactions: those focused on affective aspects, those focused on social aspects, and those focused on cognitive aspects. The students highlighted essentially dialogic teaching practices, with a focus on recognition, acceptance of singularity and differences, and the development of thinking skills, highlighting the relevance of teachers in strengthening their students’ educational trajectories. The research identifies the students’ voice as a valid methodological approach for exploring pedagogical interactions, reporting the perspective of one of the actors in the dyad.

The purpose of this work is to analyze the meanings that teachers in Mexico had built on the relationships between special education and inclusive education, and their articulation with social justice. It is part of a research on educational, family, and social inclusion registered in an institutional call from a Mexican University. The methodology was qualitative with a descriptive scope. The method used was the interpretative hermeneutic method. The technique was a qualitative questionnaire applied to 587 special education teachers in Mexico. Among the conclusions is the possibility of thinking that some dilemmas, such as the placement analyzed in this text, are blurring, and losing strength as the discourse of inclusive education becomes present. The ideas and opinions of the participating teachers hardly questioned that the place where inclusive education is possible is the regular classroom, besides recognizing that it is the one that should be present in any educational system that deigns to provide a pertinent educational response according to the characteristics and diversity of the student body.

This paper shows the partial results of a doctoral research carried out with teachers from the Benemérita Escuela Normal Veracruzana, located in Xalapa, Veracruz, Mexico, in the 2020-2021 school period, on the accompaniment in the degree certification processes. The objective of the research was to analyze the accompanying educational practices during the tutorials given to the student in the degree certification, to formulate educational strategies in the initial training of teachers in educational research. The population was 21 teachers of the Bachelor of Elementary and Preschool Education; with a qualitative approach through semi-structured interview, autobiographical narrative and focus group. The results presented here refer to the reflections made in reference to their knowledge manifested in this process.