Pedagogical experiences of Elementary and middle school teachers during the Covid-19 pandemic confinement ; Experiencias pedagógicas de docentes de educación básica y media en el marco del confinamiento por pandemia Covid-19 ; Experiências pedagógicas de professores do ensino fundamental e médio no contexto do confinamento pela pandemia Covid-19.

This phenomenological research aimed to analyse the pedagogical experiences of a group of primary and secondary school teachers in the municipality of Villa de Leyva, Colombia, along the confinement period due to the Covid-19 pandemic. It explored, through semi-structured interviews to 10 teachers, topics such as the online teaching adaptation, technological challenges, digital divide, learning assessment and the teacher’s well-being. The results found that the teacher’s training was insufficient, the educational inequality exacerbated by the lack of internet access and digital devices. The learning assessment and measuring was made difficult, as it was maintaining the attention and participation of the students as well. In addition, teachers faced work overload and physical and mental health problems. The discussion highlights the importance of an integral teacher’s training for an effective integration of technology in teaching, also the need for a technological access and teacher’s well-being equality. In conclusion, it has been emphasised learning of this experience for future educative transformations, prioritising the inclusion of technology, equity, and well-being. ; Este estudio de corte fenomenológico tuvo como objetivo analizar las experiencias pedagógicas de un grupo de docentes de educación básica y media, en el municipio de Villa de Leyva, Colombia, durante el período de confinamiento por la pandemia de Covid-19. A través de entrevistas semiestructuradas a 10 docentes, se exploraron temas como la adaptación a la enseñanza en línea, desafíos tecnológicos, brecha digital, evaluación del aprendizaje y bienestar docente, entre otros. Los resultados revelaron que la capacitación para los docentes fue insuficiente; la desigualdad educativa se agravó, debido a la falta de acceso a internet y dispositivos digitales. La evaluación y medición del aprendizaje se dificultaron, así como mantener la atención y participación de los estudiantes. Además, los docentes enfrentaron sobrecarga laboral y afectaciones en ...