Atribuciones causales de docentes de primer grado sobre su práctica pedagógica en la modalidad virtual durante la pandemia por COVID-19

Abstract

El estudio tuvo como propósito comprender las atribuciones causales de éxito y fracaso de docentes de primer grado sobre su práctica pedagógica en la modalidad virtual durante la pandemia por COVID-19. Los objetivos específicos se centraron en identificar las causas de estas atribuciones y las emociones generadas a partir de ellas. La investigación se desarrolló desde un enfoque cualitativo y una perspectiva fenomenológica interpretativa, se entrevistó a 4 docentes de educación primaria de Lima Metropolitana; se aplicó un muestreo en cadena y por conveniencia. Las docentes participantes atribuyeron su éxito a causas internas, controlables y estables (competencias y conocimientos previos) y controlables e inestables (esfuerzo para adaptar su práctica pedagógica); y a causas externas incontrolables y estables (existencia de plataformas virtuales); y a causas controlables e inestables (nivel de autorregulación de los estudiantes). De igual manera, atribuyeron su fracaso a causas internas controlables e inestables (inexperiencia en la gestión de aulas virtuales); y a causas externas controlables y estables (actitudes y creencias familiares), controlables e inestables (dificultad del estudiante en las clases virtuales), incontrolables y estables (contexto de pandemia) e incontrolables e inestables (interrupciones tecnológicas). Las emociones que se experimentaron frente al éxito incluyeron orgullo, alegría y gratitud, mientras que las emociones que se experimentaron ante el fracaso fueron frustración, tristeza e impotencia. Estos hallazgos, interpretados desde la teoría de atribución de Weiner, subrayan la relevancia de la percepción de control en la motivación y la autoeficacia docente.The purpose of the study was to understand the causal attributions of success and failure of first-grade teachers regarding their teaching practice in the virtual modality during the COVID-19 pandemic. The specific objectives focused on identifying the causes of these attributions and the emotions generated from them. The research was conducted using a qualitative approach and an interpretive phenomenological perspective. Four primary school teachers from Metropolitan Lima were interviewed, and chain and convenience sampling were used. The participating teachers attributed their success to internal causes that were controllable and stable (skills and prior knowledge) and controllable and unstable (efforts to adapt their teaching practice); to external causes that were uncontrollable and unstable (existence of virtual platforms); and to causes that were controllable and stable (level of self-regulation of students). Similarly, they attributed their failure to internal causes that were controllable and unstable (inexperience in managing virtual classrooms); and to external causes that were controllable and stable (family attitudes and beliefs), controllable and unstable (student difficulty in virtual classes), uncontrollable and stable (pandemic context), and uncontrollable and unstable (technological interruptions). The emotions experienced in the face of success included pride, joy, and gratitude, while the emotions experienced in the face of failure were frustration, sadness, and helplessness. These findings, interpreted from Weiner's attribution theory, underscore the relevance of perceived control in teacher motivation and selfefficacy.