Teaching commitment in virtual contexts. A study at the middle level of education

Abstract

The main objective of this research is to explore how teachers characterize their commitment in a pandemic. A qualitative study is developed, with teachers of secondary education in Argentina, based on semi-structured interviews. The results show that commitment as a malleable construct is transformed throughout remote emergency education, shaping both the ways of teaching, of connecting with peers and students, and of perceiving oneself in the teaching task. The findings trace the importance of rethinking teacher training in digital resources in the future.