The challenge of being a university professor in times of COVID-19 in contexts of inequality

Keywords: COVID-19, higher education, university professor, inequality

Abstract

It reflects on what it means to be a university professor in times of COVID-19 and in contexts of inequality, such is the case of Chile and Honduras, countries where the authors of this editorial came from.

Author Biographies

Karen Gajardo-Asbún, Universidad de Talca

Profesora Escuela Pedagogías en Inglés, Universidad de Talca (UTALCA). Profesora de Educación General Básica mención lenguaje, Universidad Católica del Maule (UCM), Chile, Estudiante Doctorado en Educación en Consorcio (UCM-UBB-UCT-UCSC). Magister en Política y Gestión educacional, Universidad de Talca. Líneas de investigación vinculadas a la formación de profesores y aprendizaje.

Eddy Paz-Maldonado, Universidad Nacional Autónoma de Honduras

Profesor Escuela de Pedagogía y Ciencias de la Educación, Universidad Nacional Autónoma de Honduras (UNAH). Magíster en Educación Especial y Psicopedagogía por la Universidad Católica del Maule, Chile. Líneas de investigación vinculadas a Inclusión Educativa, Atención a la Diversidad en la Enseñanza Superior, Colectivos en Condición de Vulnerabilidad, Justicia Social y Formación Docente para la Atención a la Diversidad.

Gonzalo Salas, Universidad Católica del Maule

Profesor Adjunto Departamento de Psicología, Universidad Católica del Maule (UCM). Doctor en Educación, Universidad de La Salle, Costa Rica; Profesor del Doctorado en Psicología, UCM y Doctorado en Educación en Consorcio (UCM-UBB-UCT-UCSC). Postdoctor en Ciencias Sociales, Artes y Humanidades, UNC, Argentina. Premio Nacional de Psicología, 2018, Colegio de Psicólogos de Chile.

Lorena Alaluf, Universidad Católica del Maule

Coordinadora del Programa de Atracción de Talentos en Pedagogía (PAT) en Universidad Católica del Maule. Profesora de Educación General Básica mención matemática, Pontificia Universidad Católica de Chile (PUC). Estudiante Doctorado en Educación en Consorcio (UCM-UBB-UCT-UCSC). Línea de investigación vinculada a escolaridad, migración e inclusión.

References

Allen, J., Rowan, L. y Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-Pacific Journal of Teacher Education, 48(3), 233-236. https://doi.org/10.1080/1359866X.2020.1752051

Corbera, E., Anguelovski, I., Honey-Rosés, J. y Ruiz-Mallén, I. (2020). Academia in the time of COVID-19: Towards an ethics of care. Planning Theory & Practice, 21(2), 191-199. https://doi.org/10.1080/14649357.2020.1757891

Mohmmed, A. O., Khidhir, B. A., Nazeer, A. y Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: The current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3), 1-11. https://doi.org/10.1007/s41062-020-00326-7
Published
2020-08-07
How to Cite
Gajardo-Asbún, K., Paz-Maldonado, E., Salas, G., & Alaluf, L. (2020). The challenge of being a university professor in times of COVID-19 in contexts of inequality. Revista Electrónica Educare, 24(Suplemento), 1-4. Retrieved from https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14308
Issue
Vol 24 No Suplemento (2020): Revista Electrónica Educare (Special Supplement Covid-19)
Section
Scientific Editorial (through invitation)
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