Abstract

The study focuses on investigating the teaching practices implemented in virtuality as a consequence of the health emergency. In particular, the modifications made to planning and to working with written texts are explored. The research framed in a qualitative methodology with a phenomenological approach and considered an individual semi-structured interview with thirteen teachers who teach in primary (5th to 8th) and secondary education courses in public, subsidized and private educational institutions of the regions of Valparaíso, Maule and Araucanía. Three dimensions emerged from the analysis: the results of modifications in the planning of the teaching process and the mediations provided, the facilitators and barriers linked to the process, and the strategies used to promote text comprehension. Thus, the difficulty in achieving key learning, the active participation of teachers and the value of collaborative and interdisciplinary work are highlighted. © 2023 Universidad Catolica Silva Henriquez. All rights reserved.