Pedagogical practices: A challenge in times of pandemic

Abstract

The arrival of the SARS-COV-2 virus and the consequent quarantine established to prevent the spread of the pandemic has represented a turning point in educational systems worldwide, forcing the continuation of the educational process through virtuality. The present article aims to analyze how the pedagogical practices of teachers have been developing, from their essence and significance, assuming a new challenge in the face of this abrupt change in teaching modality. For this, a documentary review of the study variable has been carried out, scientific and review articles have been analyzed, which have been collected from various databases with international prestige. As a result, it is established that this virtual modality has put into play three important aspects in which to educate the teacher in relation to digital skills, the importance of the continuity of professional training, and the reflective attitude that it has about its practice, concluding that if they are taken into account, they will allow the effectiveness of teaching pedagogical practices to become a suitable professional, capable of assuming the challenge of the educational process in both virtual and face-to-face teaching.