Teaching Experiences in Urban and Rural Areas of Peru in COVID-19 Context

Abstract

Objective: to analyze experiences of pedagogical adaptation in distance education of teachers in urban and rural contexts in times of COVID-19, Huancayo-Peru. Methodology: a qualitative study of the phenomenological design was carried out to understand the world of subjects involved, taking into account their oral discourses on teacher pedagogical adaptation in the COVID-19 context. It focused on three categories: distance education, pandemic context, and perspective of the educational future. It was planned in four stages: clarification of the budgets, descriptive, structural, and discussion. The participants were six regular primary education teachers (three from the urban area and three from the rural area). To collect the information, an in-depth interview structured in 21 questions was used, framed in the three categories of analysis mentioned. Results: it is found that the teachers, especially those in the rural context, had to adapt to the lack of technological equipment, training, connectivity, and income, which limited their teaching performance in the COVID-19 context. Conclusions: The teachers were empowered in the new educational reality, adapting methodological strategies to virtuality in the Huancayo-Peru urban and rural contexts.