Estrés docente y tecnología educativa desde momentos previos a la Covid-19 a la actualidad

Abstract

Teacher stress arises when they are exposed to a situation that is perceived as threatening and for which coping strategies are not available. In this sense, the COVID-19 pandemic created an environment of uncertainty that led to an increased use of educational technology. Having said this, the objective was to analyze the publications related to teaching stress and educational technology from before the pandemic to the present to learn about its evolution. In terms of methodology, the PRISMA procedure was used, and a bibliometric analysis was performed. The inclusion criteria were publications indexed in Web of Science (WoS), empirical or review, from 2019 to 2022, in English or Spanish, and open access. Exclusion criteria were belonging to other databases, in other languages, prior to 2019 and with other access. The descriptors "teacher stress and educational technology and [coronavirus or covid]" were used. The results indicated that during 2021 the number of publications and citations increased. These publications were driven by different sources such as the Bill Melinda Gates Foundation and the European Commission, to name but a few. The findings highlight the need for further research on the relationship between teacher stress and educational technology in times of COVID-19.