Abstract
This paper analyzes the implementation of a professional development program on autonomy promotion and instructional support in the classroom, and the relationship between this program and students’ engagement. The program was designed during the delivery of online classes as a result of the COVID-19 pandemic. The study used a convergent parallel design. Participants were five elementary teachers and their students (N=110) at a public school in Cali, Colombia. The program consisted of two workshops and three online individual feedback sessions. Classes were recorded before and during the program and classroom interactions were coded. The results show high variability in teachers’ autonomy promotion and instructional support during the classes. Students’ engagement was higher when teachers promote greater autonomy and instructional support. Variables that could affect teachers’ use of learning from the program are discussed.
| Translated title of the contribution | Training on autonomy promotion and pedagogical support during COVID-19 lockdowns |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 1-34 |
| Number of pages | 34 |
| Journal | Revista Latinoamericana de Ciencias Sociales, Ninez y Juventud |
| Volume | 21 |
| Issue number | 2 |
| DOIs | |
| State | Published - 29 Mar 2023 |
Keywords
- Autonomy support
- ICT
- elementary school
- engagement
- instructional support
- pandemic
- professional development program
- teacher
