Bibliographic citations
Vidal, M., (2024). Programa de formación continua para docentes de una Universidad privada de Lima en tiempos de pandemia [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/29588
Vidal, M., Programa de formación continua para docentes de una Universidad privada de Lima en tiempos de pandemia []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/29588
@mastersthesis{renati/1659489,
title = "Programa de formación continua para docentes de una Universidad privada de Lima en tiempos de pandemia",
author = "Vidal Coronel, María Claudia",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
The objective of this research is to analyze the continuous training program for teachers of a private university in Lima in times of pandemic, considering its characteristics, usefulness and satisfaction. The study has been approached from a qualitative approach, the method that has been used is the case study since it seeks to address the topic from a specific reality, seeking to understand the case in depth. Two instruments were used to collect information: the semi-structured interview guide and the documentary analysis matrix, which were applied to four teachers who completed the program. The information collected has been analyzed using open coding and data triangulation techniques, with the aim of achieving a greater understanding of the results. Finally, the analysis and discussion of results has allowed us to conclude that, in terms of the most important characteristics, the program is aimed at training teachers in the new digital spaces caused by the pandemic, it is made up of three modules and an integrative course, and is accompanied by a virtual tutor. Based on its usefulness, teachers have been able to apply what they learned, managing to improve communication with their students and the climate in class sessions. In relation to satisfaction, although it is a mandatory program, teachers perceive it as an opportunity to continue learning and align with the institutional educational model. However, opportunities for improvement were also found. In this sense, the teachers mentioned that tutors must provide timely attention to the queries they make on the platform, and that synchronous sessions are not limited to the integrative course. Likewise, they also indicated that the program must consider the development of collaborative activities between teachers.
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