Abstract

Distance learning (DL), implemented due to the COVID-19 crisis, has intensified the conditions of segregation suffered by public schools in Latin America and Chile. The teaching experience in this pandemic seems not to be homogeneous, since inequalities and social identities make it more complex. This mixed design study sought to understand and explain the experiences of teachers when facing DL in a pandemic, considering the intersectionality between gender, years of teaching experience and students' socioeconomic context. A survey was constructed and applied to 2,210 Chilean teachers. The results of the mixed-methods analysis show that the DL experience has been more difficult and overwhelming for female teachers, for those with few years of teaching experience, and for those who teach in schools with higher rates of poverty among their students. Intersections between social markers were identified, particularly in discourses on how to teach through DL and in pandemic. We argue that the heterogeneity of the teaching experience, sustained by unequal social conditions and at the same time by teachers´ agentive position, should be considered in educational policies and teacher training.