University faculty engagement with undergraduate Primary Education students in pandemic conditions: A case study

Abstract

The study analyses thirty-one students' narratives from the Primary
Education degree at the University of Jaén, which describe their
perception of the new formative context faced with the COVID-19, the
problems generated and the response of teachers and students to the new context. Thirty-one autobiographical narratives of students who follow the online course are used as the basis for the study. An inductive analysis process, based on “grounded theory”, was used, based on a descriptive study using NVivo-11Plus software, which generated six categories related to the suitability of the teaching staff for online training, ethical commitment of teachers and students, the interaction, as well as the new contexts and problems generated. The students' discourse values positively the effort of updating teachers, their ethical commitment and capacity for interaction. Their discourses do not show students' ethical commitment, although there is a certain emotional impulse towards the “other”. Their discourse show shortcomings when they consider the formative activity as mere efficacy and fragmentation based on the analytical philosophy of language, shortcomings that are manifested in the integrity and integrality of the students training.