Adaptations of final-year project tutoring during COVID-19: teachers' perceptions and learnings (Adaptaciones en la tutorización de trabajos fin de estudios durante el COVID-19: percepciones y aprendizajes del profesorado)

• Published in: Cultura y educacion Vol. 35; no. 4; pp. 1037 - 1067
• Main Authors: Asún-Dieste, Sonia, Valencia-Peris, Alexandra, Martínez-Mínguez, Lurdes, Lorente-Catalán, Eloísa
• Format: Journal Article
• Language: English
• Published: London, England Routledge 02.10.2023; SAGE Publications
• Subjects: educación superior; evaluación formativa; final degree project; final master's degree project; formación del profesorado de educación física; formative assessment; higher education; physical education teacher education; trabajo de fin de grado; trabajo de fin de Máster; formative assessment; trabajo de fin de grado; trabajo de fin de Máster; evaluación formativa; physical education teacher education; higher education; educación superior; final degree project; final master’s degree project; formación del profesorado de educación física
• ISSN: 1135-6405; 1578-4118
• DOI: 10.1080/11356405.2022.2154559

This work aimed to analyse the adaptations made to the design, supervision and teacher-tutor assessment of final-year projects (FYP) in a physical education teacher education programme to identify their perceptions of the changes made to non-face-to-face teaching derived from the COVID-19 epidemic. For this, an open-ended questionnaire was administered to 17 teachers familiar with formative assessment at the end of the 2019-20 academic year. A qualitative content analysis was also carried out that gave rise to different categories. The teachers did not perceive major changes in FYP tutoring, although the absence of face-to-face contact did cause them difficulties as they had to offer methodological solutions based on new technologies and give greater attention to the students. We highlight the need to continue investigating the perspectives of both teachers and students when implementing strategies to help students to self-regulate when working on their FYPs.