Challenges and reflections on teacher training in times of Covid-19: an analysis from educational psychology

Abstract

Professional practices in teacher training are a crucial moment for the development and strengthening of competencies associated with teaching-learning from the discipline. Before 2020, most of the professional practices were developed in-person mode, a situation that changed in the health contingency of COVID-19, causing a demand for sudden adaptation on the part of trainers and teachers in training, for the development of the professional practices in virtual environments. The present investigation developed through the methodology of systematization of experiences had as objective, to characterize the teaching-learning strategies that favored the competences in professional practices of teachers in coherence with the need for mental health care and quality maintenance. life of learners. The results show the different emerging challenges such as the weak command of information and communication technologies, empathy as a cognitive-emotional teacher competence, the constant maintenance of student motivation and the application of curricular flexibility strategies. Likewise, prevention and support actions developed based on an adaptive educational environment are identified, which favors successful training in times of social distancing, quarantine and isolation.