COVID 19 and virtuality, learning for English teachers in Mexico

Abstract

The arrival of COVID 19 has marked a ‘before’ and an ‘after’ in the contemporary history of education. Educational processes were suddenly restructured to make them functional at a time of uncertainty. English teachers in Mexico suffered the abrupt and unexpected transformation of their educational paradigm, not only academically but also in other aspects of their lives such as thephysical or the emotional ones. Since socio-constructivism is the teaching approach adopted by the participants in our study, we must ask which problems emerged for English teachers in Mexico during constructivist distance learning in the context of the pandemic. We approached the phenomenon from a qualitative approach through the case study method, with in-depth interviews. The information obtained was processed with the qualitative analysis software Nvivo 11. We concluded that although the measures for confinement in a health emergency had repercussions of various kinds in the lives of the participants, there wereopportunities for positive change as well as individual and collective resilience.