Abstract

This article presents the results of a study that aims to construct knowledge about the caring practices developed by a group of Chilean teachers during the COVID-19 pandemic. The results show the pandemic effects on the diverse and new caring tasks the teachers performed. The study emphasises the conditions that negatively affect the teachers' caring practices, a disruption to the school's social fabric, the bureaucratisation of caring and the educational policy on accountability reports. Finally, the results demonstrate that the teachers regard caring tasks as a “burden” on their teaching duties. © 2024 Elsevier Ltd