Resumen

BELTRAN, Marcela et al. Pedagogical resilience and situated learning in addressing post-pandemic educational gaps. Key factor in the training of new generations of teachers for Chile. Areté [online]. 2023, vol.9, n.18, pp.193-215.  Epub 08-Dic-2023. ISSN 2443-4566.  https://doi.org/10.55560/arete.2023.18.9.9.

The current educational scenario and teacher training have been the subject of concern in remote contexts. In this sense, technological innovation in education involves slow processes, in which the teacher's skills and attitude towards the use of digital platforms play an important role. From this perspective, this research seeks to analyze the challenges faced by teachers after the pandemic and how pedagogical resilience and the construction of situated learning is observed in teachers of three faculties of education of Chilean universities. A qualitative methodology is followed, at an exploratory-descriptive level, through a multiple case study, using the content analysis method. The participants in this study are teachers who teach in Early Childhood Education and Elementary Education. The results report the teachers' capacity to adapt to different scenarios and environmental transformations, showing their resilience. However, it is necessary to strengthen virtual and hybrid training processes in order to respond to the needs of the new times.

Palabras clave : Pedagogical resilience; Situated learning; Teachers; Remote contexts.

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