Transformative experience in teacher training: from classrooms to screens in times of pandemic

Abstract

Since the confinement began worldwide, due to the presence of COVID-19, teachers were forced to continue their academic training from their homes through online or virtual courses and workshops, always in favor of continuity university education. Education in emergency situations ensures learning opportunities for all ages in safe spaces with qualified teaching staff, from the onset of a crisis to recovery, ensuring physical, psychosocial and cognitive protection, for quality learning (INEE, 2004). The purpose of the research was to explain the transformative experience in teacher training: from classrooms to screens in times of pandemic. A qualitative research was developed, with an interpretive approach. Likewise, after analyzing and interpreting the data using an interview with two key informants, it was evidenced as the main conclusions that in times of emergencies, teachers should not paralyze their professional training; on the contrary, they must adapt it to the present adversities. From the knowledge and actions of the pedagogical experience, it was considered that some aspects should be taken into account for educational continuity: the exploration of new pedagogical strategies and resources; as well as constant teacher training through virtuality.