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In teacher training there is a before and after the pandemic (Picón, et al., 2020). Although there was a scheme before covid-19 (Mendiola et al., 2020), it has now been detected that said training that was given in person (Suárez, 2020) was insufficient (Cardona et al., 2020) since the health emergency (Garavito et al., 2020) had a precedent that showed a different reality. This research determines the training provided before (Prieto et al., 2020) and after the pandemic (Zavala et al., 2020), the characteristics of groups of teachers who, framed in a digital divide (Fernández et al. , 2020) were adapting to forced marches with digital and virtual scenarios (Argandoña et al., 2020) for which they were not prepared (Trejos et al., 2020) and that generated teaching and learning problems with students who claimed to be knowledgeable. of technology (Ardini et al., 2020) but who also attended the paradigm of digital youth who only knew about social networks but not about educational platforms (Sarobe et al., 2020). Studies were carried out on 80 teachers from two higher education institutions and 104 students through probabilistic, homogeneous, expert, systematic random sampling, by quotas, of which 80% were not prepared for virtual classes, 20% who If he considered himself prepared, it is because he was already teaching online classes, among other relevant data declared in this document. This through a cross-sectional study conducted in 2019 and 2020. Therefore, it is considered essential that all teachers and students are always trained on digital educational platforms even when the subjects are face-to-face. Teachers must always be up to date to provide quality education and show that a teacher should always be the best student by being up to date. |
