2026-03-06T02:54:04Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/634122023-12-01T20:01:05Zcom_10324_971com_10324_931com_10324_894col_10324_972

00925njm 22002777a 4500 dc Perales Montolio, María Jesús author Ortega Gaite, Sonia author González Such, José author Sánchez Delgado, Purificación author 2023 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. Societies, 2023, Vol. 13, Nº. 2, 26 2075-4698 https://uvadoc.uva.es/handle/10324/63412 10.3390/soc13020026 26 2 Societies 13 2075-4698 COVID-19 Education Educación de niños Educacion en familia Social inequality Desigualdad social Teaching and Teacher Education Enseñanza Formación docente Teachers - Training of Profesores Computer-assisted instruction Enseñanza asístida por ordenador Educational innovations Innovaciones educativas Educational technology Tecnología educativa Education - Spain Educación - España Typology of teaching actions during COVID-19 lockdown in the Valencian Community (Spain)