Las implicaciones de la pandemia en los procesos de enseñanza de los docentes de bachillerato de la Institución Educativa San José de Alcalá, Valle del Cauca, a partir de la implementación de la virtualidad.

Abstract

The purpose of this research was to analyze the implications of the COVID-19 pandemic on the teaching processes of secondary school teachers at San José Educational Institution in Alcalá, Valle del Cauca, following the implementation of virtual education. The study sought to understand teachers’ experiences, the teaching and methodological strategies they employed, as well as the difficulties and opportunities encountered during the transition toward forms of teaching mediated by technological resources. The research was conducted using a qualitative approach and a case study method. Five secondary school teachers participated in the study, and semi-structured interviews were conducted with each of them. The findings revealed difficulties related to access to technological devices, internet connectivity, and teachers’ limited experience in using digital tools. Likewise, emotional challenges, increased workload, and difficulties in maintaining students’ participation and providing adequate support throughout the educational process were identified. In response to these circumstances, teachers implemented strategies such as study guides, videos, written activities, WhatsApp groups, and communication through email. The research made it possible to recognize that the pandemic brought about significant transformations in teaching practices and highlighted educational and social gaps. However, it also revealed the educational community’s capacity for adaptation, resilience, and creativity in ensuring the continuity of the educational process.