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Teacher training, work, profession in the pandemic and post-pandemic context

By
Idana Beroska Rincon Soto ,
Idana Beroska Rincon Soto

Universidad Nacional de Costa Rica. Provincia de Heredia, Costa Rica

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William Joel Marín-Rodriguez ,
William Joel Marín-Rodriguez

Universidad Nacional José Faustino Sánchez Carrión, Vicerrectorado de Investigación, Huacho, Perú

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Luis Alberto Baldeos-Ardían ,
Luis Alberto Baldeos-Ardían

Universidad Nacional José Faustino Sánchez Carrión, Vicerrectorado de Investigación, Huacho, Perú

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Flor de María Líoo-Jordán ,
Flor de María Líoo-Jordán

Universidad Nacional José Faustino Sánchez Carrión, Vicerrectorado de Investigación, Huacho, Perú

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Dalila Irene Villanueva-Cadenas ,
Dalila Irene Villanueva-Cadenas

Universidad Nacional José Faustino Sánchez Carrión, Vicerrectorado de Investigación, Huacho, Perú

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Betty Janeth Soledispa-Cañarte ,
Betty Janeth Soledispa-Cañarte

Universidad Estatal del Sur de Manabí, Facultad de Ciencias Económicas, Manabí, Ecuador

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Pilar Asunción Soledispa-Cañarte ,
Pilar Asunción Soledispa-Cañarte

Universidad de Guayaquil, Departamento Farmacia, Facultad de Ciencias Químicas, Guayaquil, Ecuador

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Abstract

Learning and the challenges of the teaching job are not only framed within the teaching profession, but also respond to complex needs that arise from students in their development contexts. As new educational, political and economic scenarios emerge, the challenges for teachers are diverse because they are responsible for responding to the community and society as a whole. The current scenarios are very different from the initial ones of the school, which to this day pursue the purpose of seeking answers. The aim of the work was to identify what students learn and at the same time what are the challenges of the work, profession and teacher training after the pandemic. The teacher is a subject that society demands a particular profile and a degree of responsibility that does not happen with other professions, since he/she has a very complex task that requires many elements. It is necessary in this context to train teachers in a curriculum that develops both deep knowledge of content areas and effective pedagogical understanding, including digital technologies in a cross-cutting manner, with clear learning objectives that include knowledge, skills and attitudes. The study also focuses on the context of COVID-19, being necessary to introduce technologies in a transversal way in initial and continuous teacher training throughout the educational system, but also computational thinking.

How to Cite

1.
Rincon Soto IB, Marín-Rodriguez WJ, Baldeos-Ardían LA, Líoo-Jordán F de M, Villanueva-Cadenas DI, Soledispa-Cañarte BJ, Soledispa-Cañarte PA. Teacher training, work, profession in the pandemic and post-pandemic context. Salud, Ciencia y Tecnología [Internet]. 2023 Mar. 23 [cited 2024 Apr. 22];3:338. Available from: https://revista.saludcyt.ar/ojs/index.php/sct/article/view/338

The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.

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