Aguas Castillo, Pedro PabloCuadrado Hernandez, ValentinaSánchez Orozco, Valentina2022-03-102022-03-102022-03https://repositorio.unicordoba.edu.co/handle/ucordoba/4937The unforeseen arrival of the covid-19 virus brought for the educational sector abruptive changes that resulted in switching from face-to-face classes into remote teaching. The purpose of this phenomenological research was to explore the perceptions of three foreign language teachers in a specific public university in Colombia during Covid-19 pandemic times. This study involves the five steps of Giorgi's method for phenomenological analysis. The data were collected through semi-structured in-depth interviews and a reflective diary. Five themes emerged from the data: 1) Awareness of the need to respond to unexpectedness in teaching, 2)The face of loneliness in the classroom, 3) The despair at not being able to play a pedagogical role, 4) The goodness of practice within an unusual teaching reality, and 5) The longing for change in education. The study highlights that teachers went through a lot of professional and personal challenges, that they described as rewarding and demanding, which led them to implement new methodologies1. INTRODUCTION ………….……..………………………………. 12. THEORETICAL FRAMEWORK …..….………………………… 52.1 Conceptual framework…………………………………………………….... 52.1.1 Remote Teaching.………………………………………….... 52.1.2 Emergency Remote Teaching ……………………………….. 52.1.3 Remote teaching during COVID-19 school closure ………….62.2 Literature review .…………………………………………………………....73. METHODOLOGY………..………………………………………. 113.1 Introduction ………………………………………………….…………….. 113.2 Context and participants ……………………………………………………133.3 Data collection method ……………………………………………………..143.4 Data analysis ………………………………………………………………..163.5 Ethical issues ………………………………………………………………..184. FINDINGS…………………………………………………………...194.1. Awareness of the need to respond to unexpectedness in teaching………….194.2. The face of loneliness in the classroom……………………………………..204.3. The despair at not being able to play a pedagogical role………………...….224.4. The goodness of practice within an unusual teaching reality……………….234.5. The longing for change in education …………………………………….…254.2. Conceptual structure ……………………………………………………..…275. DISCUSSION …………………………………………………….…296. REFLECTION ……………………………………………………... 337. CONCLUSION………………………………………………………368. APPENDIX …………………………………………………………..399. BIBLIOGRAPHY……………………………………………………61application/pdfengCopyright Universidad de Córdoba, 2022Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)PandemiaExperienciaEnseñanza a distanciaProfesores de lenguas extranjerasCovid-19Clases presencialesRetosPandemicExperienceRemote TeachingForeign language teachersCovid-19Face to face classesChallenges