Typology of Teaching Actions during COVID-19 Lockdown in the Valencian Community (Spain)

Author:

Perales-Montolio María Jesús1,Ortega-Gaite Sonia2,González-Such José1ORCID,Sánchez-Delgado Purificación1

Affiliation:

1. Evaluation and Measurement Group (GemEduco), University of Valencia, 46010 Valencia, Spain

2. Evaluation and Measurement Group (GemEduco), University of Valladolid, 46010 Valencia, Spain

Abstract

The COVID-19 coronavirus affected all countries, changing living practices and patterns of social structures. Spain confined all citizens to their homes from 14 March until 21 June 2020. All schools were closed, and education was suddenly converted to an online format. This study is part of wider research and analyzes the ways in which teachers in the Valencian Community (Spain) have approached School at Home (SH) The approach of the study is based on mixed methods (quantitative surveys and qualitative focus groups) and has an exploratory aim. Multivariate profiles of the gaps (represented by composite indicators) in both groups are analyzed based on k-means cluster analysis, as well as the variables associated with each profile, using non-parametric tests. The results show three groups of teachers, established according to four types of gaps, with different perceptions of the situation. ICT proficiency was very important, as well as family situation and support during confinement. The main lines of research derived from this study in relation to CSE and teacher outcomes are proposed.

Publisher

MDPI AG

Subject

General Social Sciences

Reference39 articles.

1. Jornet-Meliá, J.M., Sancho-Alvarez, C., and Bakieva-Karimova, M. (2023). Analysis of Profiles of Family Educational Situations During COVID-19 Lockdown in the Valencian Community (Spain). Societies, accepted, in press.

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