Abstract

MERELES, Juan Ignacio  and  CANESE, Valentina. Teaching difficulties during remote education in Paraguay. Rev. cient. cienc. soc. [online]. 2022, vol.4, n.1, pp.8-22. ISSN 2708-0412.  https://doi.org/10.53732/rccsociales/04.01.2022.8.

This mixed-approach study analyzes the difficulties experienced by teachers during remote education in Paraguay in 2020. Active teachers residing in the country with voluntary participation were included; 1,329 teachers for quantitative research and 40 for qualitative research. Data collection was carried out in two moments; the first (1030 teachers) in March-April and the second (299 teachers) in November-December, through a 37-question online Google Form questionnaire. In addition, three group interviews (8, 12 and 20 teachers) were conducted at the end of the 2020 school year through Google Meet. Quantitative data was analyzed with JASP, chi-square test, logit and binary logistic regression, and qualitative data with QDA Miner Lite. The most frequent difficulties encountered by teachers in the first phase were: poor internet connection (49%), lack of knowledge in the use of ICT (36.5%), lack of technical support (22.3%) and lack of access to ICT (21.3%). In the second phase, there was only a significant increase (p<0.001) in poor internet connection (71.5%). Several difficulties were identified by the teachers more related to the technological aspect than to material and institutional problems.

Keywords : Teachers; distance education; pandemic; internet; information technology; Paraguay.

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