Experiencias docentes frente a la virtualidad durante la pandemia por covid-19

This study aims to analyze the main challenges faced by teachers when adapting to virtuality during the COVID-19 pandemic, considering the particular circumstances of each one, in order to obtain relevant information on their ability to adapt and develop skills in this educational context. A qualitative methodology based on a Grounded Theory design was used, which allowed the elaboration of explanatory categories to identify the main challenges and coping strategies implemented by teachers in the face of the virtualization of education during the pandemic context. The data was collected through open questions, which facilitated the detailed compilation of their experiences. 421 teachers of different levels and educational modalities from two Argentine provinces participated in the study. The results allow identifying pedagogical, technological, communication, individual and family challenges. On the other hand, they highlight the development of adaptation, training and communication strategies. The results invite us to rethink virtuality, as an educational opportunity that allowed promoting collaboration, creativity and innovation. Educators adapted and faced challenges with determination, leaving a mark on educational history and providing valuable learning to strengthen education in the future

Disease · Humanities · E-Learning and Knowledge Management · Education and Teacher Training · Educational Innovations and Technology · Medicine · Philosophy · Psychology