Reading and Writing teaching in times of pandemic: different perspectives on teachers’ views.

Abstract

The stoppage of the face-to-face schooling which resulted from the COVID 19 pandemic sanitary measures presumed changes in the teaching methods in a process that made visible the teachers’ reinventive capacity to sustain the pedagogic continuity through the use of different technologies. In this article we intend to analyse teachers’ own views about this process, focusing on the reading and writing teaching practices. We are particularly interested in their own interpretations about these changes in order to analyse ruptures and continuities. We also find interest in the traits of both, the professional experience and teaching identity construction, which are implied in the results of this process. Moreover, we intend to lay out a path to allow future reading and writing teaching exploration, taking into consideration the writing culture transformation in a time of a new cultural paradigm.