Abstract

Implementing teaching in scenarios of virtuality and health crisis is the great challenge that educational systems experience today and this process becomes interesting to document when those who lead it are beginning teachers who face the variables of structural inequality, with dissimilar technological resources and without pedagogical experience. Based on a qualitative methodology and a case study research strategy, the objective was to examine the learning achieved and the challenges faced by ten beginning teachers with insertion in establishments of different administrative dependence in the Maule Region, Chile. The results confirm the complexity of insertion into teaching for these teachers who, among their learning, highlight the relevance and search for the bond with their students, and among the challenges, the need to attend to the socioemotional well-being of boys and girls; diversify the class from technological resources; and the imperative to define new ways of working with families. It is concluded that insertion into teaching requires displaying openness, flexibility and experimentation in a context that is uncertain and dynamic.