Análisis de experiencias vividas de la educación en tiempos de pandemia y pospandemia: estudio de caso múltiple de quince docentes de inglés de primaria de la Región Huetar Norte de Costa Rica

The pandemic crisis in 2020 caused multiple challenges in academic aspects worldwide. In the case of Costa Rica, and by official guidelines of the Ministry of Public Education, schools adopted two educational modalities never implemented: distance education in 2020 (conceived more as emergency remote teaching) and combined education in 2021 (understood more such as blended learning), as well as the return to face-to-face instruction (2022). The present research is based on the analysis of three single case studies carried out between 2020 and 2024 that sought to understand the lived experiences and professional contexts during those years of pandemic in rural schools of three regional education directorates: San Carlos, Norte-Norte and Sarapiquí. These studies were descriptive and emphasized the teaching and learning processes of primary English teachers. The study design is a multiple analytical case that aims to examine the three previous studies to analyze the lived perceptions of fifteen teachers from the Huetar Norte Region.

Analizar las experiencias vividas y las percepciones expresadas de quince docentes de inglés de primaria con respecto a tres estudios de caso único sobre la educación a distancia (2020), la educación combinada (2021) y el retorno a la presencialidad (2022) en tiempos de pandemia y pospandemia en la Región Huetar Norte.

1. Escuela de Idiomas y Ciencias Sociales del Instituto Tecnológico de Costa Rica: Educación, tecnología e innovación en los procesos de enseñanza-aprendizaje.
2. Escuela de Ciencias Sociales y Humanidades de la Universidad Estatal a Distancia de Costa Rica: Educación, ciencia y tecnología.