Aguas Castillo, Pedro PabloCuadrado Hernandez, ValentinaSanchez Orozco, Valentina2022-03-042022-03-042022-02-03https://repositorio.unicordoba.edu.co/handle/ucordoba/4893The 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 methodologies.INTRODUCTION ………….……..………………………………. 1THEORETICAL FRAMEWORK …..….………………………… 5Conceptual framework…………………………………………………….... 5Remote Teaching.………………………………………….... 5Emergency Remote Teaching ……………………………….. 5Remote teaching during COVID-19 school closure ………….6Literature review .…………………………………………………………....7METHODOLOGY………..………………………………………. 11Introduction ………………………………………………….…………….. 11Context and participants ……………………………………………………13Data collection method ……………………………………………………..14Data analysis ………………………………………………………………..16Ethical issues ………………………………………………………………..18FINDINGS…………………………………………………………...19Awareness of the need to respond to unexpectedness in teaching………….19The face of loneliness in the classroom……………………………………..20The despair at not being able to play a pedagogical role………………...….22The goodness of practice within an unusual teaching reality……………….23The longing for change in education …………………………………….…25Conceptual structure ……………………………………………………..…27DISCUSSION …………………………………………………….…29REFLECTION ……………………………………………………... 33CONCLUSION………………………………………………………36APPENDIX …………………………………………………………..39BIBLIOGRAPHY……………………………………………………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 distanciaCovid-19Clases presencialesRetosProfesores de lenguas extranjerasPandemicExperienceRemote teachingForeign language teachersCovid-19Face to face classesChallenges