University Language Instructors’ Preparedness for Technology-Mediated Instruction and Burnout During the COVID-19 Pandemic

  1. Jesús Izquierdo 1
  2. María del Carmen Sandoval Caraveo 2
  3. Verónika De la Cruz Villegas 2
  4. Rubén Zapata Díaz 2
  1. 1 Universidad Juárez Autónoma de Tabasco
    info

    Universidad Juárez Autónoma de Tabasco

    Villahermosa, México

    ROR https://ror.org/04ee58018

  2. 2 Juárez Autonomous University of Tabasco
Revista:
Íkala

ISSN: 0123-3432

Año de publicación: 2021

Volumen: 26

Número: 3

Páginas: 661-695

Tipo: Artículo

DOI: 10.17533/UDEA.IKALA.V26N3A11 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Íkala

Resumen

Este estudio cuantitativo exploró la capacitación de profesores universitarios de lenguas extranjeras para la enseñanza mediada por la tecnología y las condiciones de desgaste profesional que caracterizaron la transición de la instrucción presencial a las clases virtuales durante la pandemia del covid-19. Por medio de una encuesta en Google Forms® y un cuestionario para sondear el desgaste, se recolectaron datos de 104 docentes de una universidad pública en un estado mexicano que fue severamente afectado por la propagación del virus en el 2020. La encuesta indagó por las condiciones institucionales, personales, la formación de los docentes para la enseñanza y su uso y acceso a la tecnología. El cuestionario exploró tres dimensiones del desgaste docente: fatiga, despersonalización y rendimiento durante la docencia mediada por la tecnología fuera de la universidad. Las respuestas de la encuesta y el cuestionario se sometieron a análisis de frecuencia. En lo que respecta a la capacitación, los análisis revelaron que los participantes tenían un gran número de horas de clase; contaban con acceso permanente a equipos de computación e internet, pero les faltaba capacitación para la enseñanza de lenguas asistida por la tecnología. En consecuencia, de manera autónoma, tuvieron que identificar recursos tecnológicos para sus clases. En lo que respecta al desgaste, los datos revelan que los docentes experimentaron fatiga debido a la sobrecarga laboral, el uso de los recursos tecnológicos e incertidumbre en el empleo de la tecnología. A pesar de estos inconvenientes, la tecnología les permitió mantener interés en sus estudiantes, sentir satisfacción con sus clases y alcanzar los objetivos institucionales.

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Fuente de los datos: Dialnet