Teaching practices in rural and marginalized urban elementary schools during the COVID-19 pandemic

Abstract

This article presents an approach to the teaching practices of rural and marginalized urban mexican elementary school teachers during the COVID-19 pandemic. Teaching work is studied through the dimensions of real and represented work proposed by socio-discursive interactionism. The methodology was organized in two phases: in the first, the practices of 24 professors are monitored through a logbook required from students of the Bachelor’s degree program in Psychopedagogy for their professional practices; in the second, five participating teachers were interviewed. The results show that teachers organize their classes synchronously and asynchronously; in the latter, the use of materials created by them and handed in personally or through WhatsApp prevails. We also identified that the main difficulties faced by teachers are the management of technological resources and work overload.