Challenge of teaching practice: its reinvention driven by technological culture and the COVID-19 pandemic

Abstract

The technological culture and the pandemic created by COVID-19, the use of ICTs in the teaching-learning process, highlighting specifically the Venezuelan case, assessing their real impact on the daily practice of teachers, what is required of their teachers, adaptation and innovation of the existing curriculum design, as well as rethinking their role, instructional processes and the adoption of new unconventional educational scenarios. That is, the challenges that both events pose for the teacher today. Such a situation originated the interest to develop the present doctoral thesis whose ultimate purpose is to theorize about the dialectical implications between technological culture and the pandemic generated by the COVID-19. The study is based on the current of postmodern thought, specifically on the interpretative paradigm framed the qualitative approach. The methodological orientation corresponds to the hermeneutic phenomenological method supported by the techniques of participant observation and in-depth interview, which were applied to three key educational informants, covering the entire Venezuelan education system. For the information processing were used the techniques of categorization, contrast, and triangulation of sources, to reach theorization with a view to unveiling the implications of the conjunction of two specific events such as technological culture and the new normalcy generated from COVID-19