Teachers' Experiences with the Socialization-Teaching Process during the COVID-19 Pandemic

Abstract

Introduction: The COVID-19 pandemic triggered abrupt changes in education, disrupting important aspects to ensure meaningful learning, such as socialization, especially in careers that require continuous interaction with teachers, peers, and patients, as is the case with nursing. Therefore, this research aimed to describe teachers' experiences with the socialization-teaching process during the COVID-19 pandemic.Objective: To demonstrate that the educational process involves the social interaction of teachers and students to contribute to the socialization process during learning in a pandemic. Materials and Methods: A qualitative phenomenological study was conducted with six undergraduate nursing teachers. Discussion and Results: The data collected and the processing of the results point to a disruptive socialization and unfavorable conditions for socialization-teaching. This implies the need to generate strategies to recover this teacher-student and student-student socialization process, in order to guarantee quality teaching. Conclusions: Participation in the teaching-learning process as a nurse during the health emergency contributed to the formation of unprecedented socialization mechanisms that disrupted the usual ways of acting as teachers and, obviously, of socializing those teachings with students, especially because there was not enough preparation for handling technologies, there was no continuous access to the internet, and the environmental conditions were not the most optimal to guarantee the continuity of learning and adequate socialization with students.