Teacher training in education and technology: can the pandemic be considered an opportunity?

Abstract

When the Covid-19 pandemic challenged academic continuity, teacher training became one of the pillars to sustain educational processes in universities. Through an educational design-based research, this paper aims to
characterize a comprehensive teacher training plan which addressed remote teaching between 2020-2022. This plan consisted of 38 complementary workshops which were organized around three focuses: 1) planning remote
teaching activity, 2) implementing online teaching and 3) teacher autonomy in the management of technological resources. The plan enabled training in these
competencies while promoting the exchange of experiences and knowledge among 1,433 teachers. It sought to generate learning based on their previous
knowledge and practices and to promote situated actions based on pedagogical theories on good university teaching practices. Within this framework, the faculty developed 428 productions such as remote class plannings, learning
assessment activities, teaching materials, and the design of educational programmes for virtual environments, among others. This training strategy sustained over time, based on exchange, reflection and work with situated teaching practices, strengthens the construction of academic communities.