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

Any de publicació: 2021

Volum: 26

Número: 3

Pàgines: 661-695

Tipus: Article

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

Altres publicacions en: Íkala

Objetivos de desarrollo sostenible

Resum

Cette étude quantitative a exploré la formation des enseignants universitaires de langues étrangères pour l'enseignement médié par la technologie et les conditions d'épuisement professionnel qui ont caractérisé la transition de l'enseignement présentielle à l’enseignement virtuelle pendant la pandémie de covid-19. Via une enquête de Google Forms® et un questionnaire pour se renseigner sur l'épuisement, des données ont été collectées auprès de 104 enseignants d'une université publique dans un État mexicain gravement touché par la propagation du virus en 2020. L'enquête a examiné les conditions institutionnelles et personnelles, la formation pédagogique des enseignants et leur utilisation et accès à la technologie. Le questionnaire a exploré trois dimensions de l'épuisement professionnel des enseignants : la fatigue, la dépersonnalisation et la performance lors de l'enseignement assisté par la technologie en dehors de l'université. Les réponses à l'enquête et au questionnaire ont été soumises à une analyse de fréquence. Concernant la formation, les analyses ont révélé que les participants avaient un grand nombre d'heures de cours ; ils avaient un accès permanent à du matériel informatique et à Internet, mais manquaient de formation pour l'enseignement des langues assistée par la technologie. Par conséquent, de manière autonome, ils ont dû identifier des ressources technologiques pour leurs classes. En ce qui concerne l'épuisement, les données révèlent que les enseignants ont éprouvé de la fatigue en raison de la surcharge de travail, de l'utilisation des ressources technologiques et de l'incertitude dans l'utilisation de la technologie. Malgré ces inconvénients, la technologie leur a permis de maintenir l'intérêt pour leurs étudiants, de se sentir satisfaits de leurs cours et d'atteindre leurs buts académiques.

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Fuente de los datos: Dialnet