Abstract

COAGUILA MAYANAZA, Dante Vidal; CRUZ ARPI, Fredy Nelio; TORRES CALDERON, Jorge  and  CHALCO CANO, Ademir Gustavo. The role of teachers in hybrid education: lessons learned during the covid-19 pandemic. Revista InveCom [online]. 2025, vol.5, n.3, e050387.  Epub May 19, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.14550059.

In the last phase of the COVID-19 pandemic, after the gradual return to face-to-face teaching, the hybrid educational model acquired great relevance, highlighting the need to understand and redefine the teaching role in order to face the pedagogical challenges of a new educational normality. The objective of this study was to analyze the meanings of the experiences lived by teachers regarding their role under the hybrid educational model. The research, of a qualitative nature, took place in a technical-productive educational institution. Five teachers were selected as the unit of analysis, applying criteria of convenience and ensuring the representativeness of the five study programs offered by the institution. Data collection was carried out by writing personal anecdotes and conducting conversational interviews, subsequently analyzed according to the sequence of the phenomenological-hermeneutic method proposed by Van Manen. The results revealed various physiognomies of the teaching role. At the individual level, roles such as pedagogical-instructive, facilitator, accompanier and evaluator focused on feedback were identified. At the group level, the role of emotional support emerged strongly, especially in the face of the challenges of the context, marked by stress, exhaustion, frustration and health problems faced by the students. Therefore, it is concluded that teachers assumed essential roles in the pedagogical and emotional spheres within the hybrid education model. This highlights the need for comprehensive preparation to enable them to meet the challenges of a dynamic educational environment, particularly in crisis contexts.

Keywords : hybrid education; teacher role; blended learning.

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