Teacher training in times of pandemic

A comparative study between Chile and Honduras

Bibliographic Data

ID4860754
AuthorsKaren Gajardo-Asbún (0000-0003-1386-461X, University of Talca), Eddy Paz-Maldonado (0000-0002-2324-8813, Universidad Nacional Autónoma de Honduras, Honduras), Patricia Bello (0000-0002-9575-503X, National University of Tucumán)
Year2025
Volume30
Publication date2025-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRevista Brasileira de Educação (JOURNAL)
Journal identifiersISSN: 1413-2478 • E-ISSN: 1809-449X
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/s1413-24782025300050
OpenAlexW4412937546
SCIELO_PIDS1413-24782025000100235
LanguageEN
References cited32

The COVID-19 pandemic has been detrimental for teacher education programs in most of the countries of the world, affecting the education and training processes of future teachers. The research presented here aimed to analyze the meanings of student teachers in Chile and Honduras regarding their training processes during the COVID-19 pandemic. The study was carried out from a comparative and interpretative perspective. Semi-structured interviews were applied to students attending public universities in both countries, Chile and Honduras. The results show the configuration of four categories of analysis: 1) teaching-learning process; 2) academic and economic limitations in the context of pandemic; 3) benefits of distance learning; and 4) university education during and after the COVID-19 pandemic. The findings highlight the concern for the future of the training of education professionals in the context of the pandemic and invite reflection on the positive experiences in their training processes

Coronavirus disease 2019 (COVID-19 · Geography · Mathematics education · Pandemic · Training (meteorology · Digital literacy in education · Education and Teacher Training · Educational Innovations and Technology · History · Medicine · Psychology

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