Educating in Crises: Study of Teachers’ Practices to Implement the Emergency Curriculums Resumen
DOI:
https://doi.org/10.32719/26312816.2021.4.2.2Keywords:
Adaptative practices, Curriculum, Street-level bureaucrat, Discretion, ImplementationAbstract
This article analyzes how six public school teachers implement Ecuador’s emergency curriculums. The study employs a theoretical perspective that portrays teachers as Street-level Bureaucrats. They exercise discretion, a key component to understand a policy’s implementation. A multiple case study was conducted with six school teachers from the Coast Region. Interviews, surveys and non-participant observations in WhatsApp groups were used as data collection techniques. Findings reveal that teachers receive a constant pressure to avoid students’ dropouts. This motivates teachers to adapt their educational practices. Two criteria that teachers use to adapt their practices are: a) characterizations of students and parents; and b) their professional preferences. Six adaptative practices were identified, which respond to the aforementioned conditions of work.
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