Educational Transition from Initial to Primary Level in Times of Pandemic by COVID-19
DOI:
https://doi.org/10.37843/rted.v17i1.398
Article Sidebar
Main Article Content
Abstract
COVID-19 transformed the teaching and learning process, emphasizing the use of Information and Communication Technologies and Virtual Learning Environments; however, the transition from one grade to another in this modality has not been satisfactory in most cases. This study focused on identifying the factors contributing to the failure of this transition, emphasizing the need for a comprehensive approach in curriculum planning to address the complex educational dynamics in times of pandemic. Methodologically, a systematic review was carried out following the protocols of the PRISMA declaration. This approach was supported by an inductive framework, adopting a positive paradigm and employing a quantitative approach. The exploratory documentary design has guided the search for relevant evidence in various search engines, such as WoS, Dialnet, Redalyc, Scopus, Science Direct, and Springer. Inclusion criteria were applied, which allowed 27 articles to be selected for analysis. Among the most outstanding conclusions, it is highlighted that the factors that influence the educational transition include both endogenous and exogenous aspects. In the endogenous field, they focus on the transition process and are intrinsically linked to the student and their context, addressing cognitive and socio-emotional elements. On the other hand, in the exogenous field, the student is recognized as the main actor, considering the didactic, social, and cultural processes and the dynamics of coexistence that profoundly impact their educational experience.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
References
Acquaro, P. (2020). Structuring and Scaffolding the Online Course: A Practical Development Framework. International Journal of Online Graduate Education, 3(1), 1-16. https://doi.org/10.5281/zenodo.3686090 DOI: https://doi.org/10.21125/iceri.2020.0907
Amate, J., de la Rosa, A., Cáceres., R., & Serrano, A. (2021). The effects of COVID-19 in the learning process of primmary school students: A systematic review. Education Sciences, 11(654), 1-15. https://doi.org/10.3390/educsci11100654 DOI: https://doi.org/10.3390/educsci11100654
Aivazidi, M., & Michalakeis, C. (2021). Exploring primary school teachers´ intention to use e-learning tools during the COVID-19 pandemic. Education Sciences, 11(695), 1-11. https://doi.org/10.3390/educsci11110695 DOI: https://doi.org/10.3390/educsci11110695
Bácares, C. (2019). Los derechos de los niños, niñas y adolescentes: una reflexión sobre las resistencias, fenómenos y actores que los modulan, deterinan y aplazan en América Latina. Infancias Imágenes, 18(1), 51-67. https://n9.cl/4nwed DOI: https://doi.org/10.14483/16579089.13116
Berasategi, N., Igoiaga, N., Eiguren, A., Dosil, M., Picaza, M., & Ozamiz, N. (2020). Las voces de los niños y de las niñas en situación de confinamiento por el COVID-19. Servicio de Publicaciones de la Universidad del País Vasco. http://hdl.handle.net/10810/43056
Bustamante, R., Cifuentes, L., Martinez, G., Jaramillo, V., Cardona, M., Jiménez, H., & Fernández, Y. (2019). ¿Qué y cómo le digo? Saberes y concepciones de docentes en educación preescolar sobre el trabajo con padres. En M. Córdoba (Ed.), Universidad Nacional Experimental Sur del Lago Jesús María Semprum. https://n9.cl/wiwkz
Castro, A., Ezquerra, P., & Argos, J. (2018). Profundizando en la transición entre educación infantil y educación primaria. Teoría de la educación, 30(1), 217-240. https://n9.cl/kvt3v DOI: https://doi.org/10.14201/teoredu301217240
Castro, A., Pérez, I., & Calvo, A. (2021). Educación para la ciudadanía global en Educación infantil. Igualdad y calidad educativa, 1257-1279. https://n9.cl/t2pz9y DOI: https://doi.org/10.2307/j.ctv282jg59.4
Henriques, S., Correia, J., & Dias, S. (2021). Portuguese primary and secondary education intimes of COVID-19 pandemic: An exploratory study on teacher training and challenges. Education Sciences, 11(9), 5421. https://doi.org/10.3390/educsci11090542 DOI: https://doi.org/10.3390/educsci11090542
Hernández, R., Fernández, C., & Baptista, P. (2014) Metodología de la Investigación. McGraw Hill
Korcz, A., Krzysztoszek, J., Lopatka, M., Popeska, B., Podnar, H., Filiz, B., Mileva, E., Kryeziu, A., & Bronikowski, M. (2021). Physical education teachers´ opinión about online teaching during the COVID-19 pandemic – comparative study of European countries. Sustainability (Switzerland),13(11730), 1-19. https://doi.org/10.3390/su132111730 DOI: https://doi.org/10.3390/su132111730
Lara, O., Portilla, J., Alfonso, B., García, S., & Aguilera, O. (2020). Epistemología de los modelos pedagógicos tradicionales y emergentes (historia oral-neurolúdica). Educere,24(78), 281-296. https://n9.cl/q3vnx
Ministerio de Educación. (2014). Marco Curricular Nacional. https://n9.cl/7w3sq
Ministerio de Educación. (2017). Currículo Nacional de la Educación Básica. MINEDU. https://n9.cl/7w3sq
Ministerio de Educación. (2020). Proyecto Educativo Nacional al 2036. https://n9.cl/41l9n
Öçal, T., Halmatov, M., & Ata, S. (2021). Distance education in COVID-19 pandemic: An evaluation of parent’s, child’s and teacher’s competences. Educ Inf Technol, 26, 6901–6921. https://doi.org/10.1007/s10639-021-10551-x DOI: https://doi.org/10.1007/s10639-021-10551-x
Pappas, I., & Giannakos, M. (2021). Rethinking Learning Design in IT Education During a Pandemic. FRONTIERS IN EDUCATION,6,1-8. https://doi.org/10.3389/feduc.2021.652856 DOI: https://doi.org/10.3389/feduc.2021.652856
Peralta, G., Carozzo, T., Sierra, M., & Bu, E. (2020). Enfermedad por Coronavirus (COVID-19): la pandemia según la evidencia actual. INNOVARE. CIENCIA Y TECNOLOGÍA 9(1), 15-27. https://doi.org/10.5377/innovare.v9i1.9657 DOI: https://doi.org/10.5377/innovare.v9i1.9657
Radina, N., & Balakina, J. (2021). Challenges for Education during the Pandemic: An Overview of Literature. Educational STUDIES Moscow, (1), 178-194. DOI: 10.17323/1814-9545-2021-1-178-194 DOI: https://doi.org/10.17323/1814-9545-2021-1-178-194
Resende, C., & Monteiro, J. (2021). For Education: sustainable transition in the pandemic context. Revista Brasileira de Educação Do Campo, 6, e11927. https://doi.org/10.20873/uft.rbec.e11927 DOI: https://doi.org/10.20873/uft.rbec.e11927
Ricoy, C. (2006). Contribución sobre los paradigmas de investigación. Revista do Centro de Educação, 31(1), 11-22. https://www.redalyc.org/pdf/1171/117117257002.pdf
Salmi, S., & Kumpulainen, K. (2019). Children’s experiencing of their transtition from preschool to first grade: A visual narrative study. Learning Culture and Social Interaction, 20,58-67. https://doi.org/10.3390/educsci11100654 DOI: https://doi.org/10.1016/j.lcsi.2017.10.007
Sierra, S., & Parrilla, A. (2019). Haciendo de las transiciones educativas procesos participativos: desarrollo de herramientas metodológicas. Publicaciones, 49(3), 191-209. https://n9.cl/8nity DOI: https://doi.org/10.30827/publicaciones.v49i3.11409
Silva, F., & da Silva, A. (2021). Education, curriculum and critical theory in times of pandemic: what teachers and school community think. Revista Iberoamericana de Estudios em Educacao,16,1597-1620. https://doi.org/10.21723/riaee.v16iesp.3.15300 DOI: https://doi.org/10.21723/riaee.v16iesp.3.15300
Unicef. (2020). Derechos de Infancia y COVID-19. Oportunidades de acción para que los gobiernos locales apoyen a la infancia y sus familias durante la pandemia del nuevo coronavirus. Ciudades amigas de la infancia. https://n9.cl/gvt0u
Vega-Malagón, G., Ávila-Morales, J., Vega-Malagón, A., Camacho-Calderón, N., Becerril-Santos, Al., & Leo-Amador, G. (2014). Paradigmas en la investigación, enfoque cuantitativo y cualitativo. European Scientific Journal, 10(15), 523-528. https://core.ac.uk/reader/236413540
Vilasova, E., Barakhsanova, E., Goncharova, S., Ilina, T., & Aksyutin, P. (2020) Teacher Education in Higher Education Systems during Pandemic and the Synergy of Digital Technology. Propositos y Representaciones, 8(e719).1-13. https://doi.org/10.20511/pyr2020.v8nSPE3.7 DOI: https://doi.org/10.20511/pyr2020.v8nSPE3.719
Únete a nuestro canal de Telegram para recibir notificaciones de nuestras publicaciones
