Repositorio Digital Institucional de la Universidad Autónoma de Yucatán
Not a member yet
24574 research outputs found
Sort by
Hippocampal abnormalities and seizures: a 16-year single center review of sudden unexpected death in childhood, sudden unexpected death in epilepsy and SIDS
No full text
Growth differences in patients with dental agenesis, how its location impacts facial morphology
No full textMinimally invasive free gingival graft technique prior-to orthodontic terapy: case report
No full textPrevalencia y Distribución de Transtorno Temporomandibulares en Estudiantes de Odontología de la UADY
No full textGrowth differences in patients with dental agenesis, how its location impacts facial morphology
No full textGrowth differences in patients with dental agenesis, how its location impacts facial morphology
No full textThe Hard Teacher’s Leadership Coping to the COVID-19 Pandemic
No full textMost teachers in Mexico are not experts on Information and Communication Technologies, some rural areas lack a good internet connectivity or even electricity. This context led us to determine: How can teachers keep the pace of educational leadership? and How they cope their teaching task with the COVID-19 pandemic? The sample included 329 teachers from urban and rural zones, 71.1% female and 28.9% male, with a mean age of 38.8 years, working in public (71.7%) and private (28.3%) schools. A self-evaluation template was used to assess the planning, didactical sequence analysis and evaluation competence from the teachers. Our aim was to sketch a teacher’s leadership competences profile, specifically in these pandemic times. The results showed than 75.7% of the teachers had an internet access between Good and Very good; on the contrary, 78.4% of the teachers considered that most of their students had between “not very good” to “very bad” internet access. Only a few teachers addressed the didactic planning or followed its development and assessment: I have elaborated and shared with the students indicators of achievement from the didactical sequence (32.8%); I have stimulated processes of reflection upon learning through an instrument (22.5%); I have regularly incorporated and used digital tools and Internet (31.9%); at last, I have established and conducted moments of evaluation, self and formative co-evaluation in which the students have been able to make changes based on the feedback received (30.1%). However, teachers are coping with this pandemic time and it may involve a change in educational strategies towards the future
