Relación docentes-estudiantes y resiliencia docente en contexto de pandemia

Abstract

The purpose of this study was to analyze the teacher-student bond that strengthens the resilience of beginning teachers. It is a multiple case study, which analyzes the content of interviews with teachers, principals and student focus groups. The results show that in pandemic, teaching and relationships are mediated by computer resources and social networks. Principals, teachers and students concur in the appreciation of closeness, proximity and trust as an element of a positive bond that favors learning. For students, the perceived quality of teaching and closeness with their teachers are seen as aspects indissolubly linked to their vision of a positive bond in the teacher-student relationship. The pedagogical tasks developed in the context of the pandemic promoted the professional autonomy of the teaching staff and improved pedagogical innovation, which contributed to the sense of achievement and resilience of the teachers and constituted an aspect highly appreciated by the students. It is concluded that there is a need to provide better institutional support for pedagogical work.