Educating in Crises: Study of Teachers’ Practices to Implement the Emergency Curriculums Resumen
This article analyzes how six public school teachers implement Ecuador’s emergency curriculums. The study employs a theoretical perspective that portrays teachers as Street-level Bureaucrats. They exercise discretion, a key component to understand a policy’s implementation. A multiple case study was...
Gardado en:
| Autor Principal: | |
|---|---|
| Formato: | article |
| Idioma: | spa |
| Publicado: |
2021
|
| Subjects: | |
| Acceso en liña: | https://revistas.uasb.edu.ec/index.php/ree/article/view/2599 |
| Tags: |
Engadir etiqueta
Sen Etiquetas, Sexa o primeiro en etiquetar este rexistro!
|
Engadir etiqueta | Summary: | This article analyzes how six public school teachers implement Ecuador’s emergency curriculums. The study employs a theoretical perspective that portrays teachers as Street-level Bureaucrats. They exercise discretion, a key component to understand a policy’s implementation. A multiple case study was conducted with six school teachers from the Coast Region. Interviews, surveys and non-participant observations in WhatsApp groups were used as data collection techniques. Findings reveal that teachers receive a constant pressure to avoid students’ dropouts. This motivates teachers to adapt their educational practices. Two criteria that teachers use to adapt their practices are: a) characterizations of students and parents; and b) their professional preferences. Six adaptative practices were identified, which respond to the aforementioned conditions of work. |
|---|