First-year teachers addressing differences in distance learning in class during the coronavirus pandemic

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ABSTRACT The coronavirus pandemic has facilitated the design of learning environments that cater to students’ abilities. This qualitative study examines the perceptions of first-year teachers regarding their teaching experience in the learning-teaching process, which aims to address diversity in the classroom. The premise is that identifying differences among students may improve teaching methods and enhance students’ sense of self-efficacy. The research findings reveal that two of the main perceptions described by the teachers are establishing a personal emotional relationship between teacher and student and strengthening the connection between home environment and class. To create an emotional relationship, the teachers held personal meetings and used online collaborative learning. Two actions the teachers took to strengthen the connection between the home and the classroom included tasks in relation these the two spaces: classroom and home environment. The findings may enrich the theoretical knowledge of the learning sciences and deepen the practical knowledge of the learning process, considering the variety of children around the world and the diverse learning environments in which learning takes place during normal times and emergencies.