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Re-considering T Re-considering Teacher Pr eacher Professional De essional Development in the elopment in the Pandemic Era: The Uruguayan Case

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dc.contributor.authorVaillant, Denise
dc.contributor.authorQuesta-Torterolo, Mariela
dc.contributor.authorAzpiroz, Maria
dc.date.accessioned2026-03-05T21:27:00Z
dc.date.available2026-03-05T21:27:00Z
dc.date.issued2022
dc.description.abstractFor more than a decade, Uruguay has maintained a considerable investment in digital technologies in primary and secondary education, as well as teacher training centers, through the implementation of the Ceibal Plan (Basic IT Computer Science Educational Connectivity Plan for Online Learning). When the COVID-19 pandemic arrived in Uruguay in March 2020, the government ordered the suspension of all face-to-face classes until June 2020. Then, a progressive return to school was introduced. Fortunately, the country already had a well-established technological infrastructure to rely on. Teachers across all levels of education had to quickly adapt to virtual teaching by adopting strategies that presented significant challenges, and which will make a lasting impact on teacher training and professional development. This article examines Uruguayan standards for the professional development of teachers, with a focus on digital teaching skills for online instruction. Practical examples of Ceibal initiatives are provided to promote the pedagogical use of technologies by teachers. We argue that that the emergency that Latin America and Uruguay faced in 2020 led to a fundamental rethink and redesign of teacher professional development courses and institutional support. The COVID-19 crisis has presented an enormous shock to the traditional model of education delivery, and to teacher training programs. Digital technologies are not merely devices for conveying educational content, but rather should be seen as tools for maximizing meaningful learning for students. For this purpose, adequate training and support are essential for teachers to be prepared for future scenarios of even greater uncertainty.
dc.identifier.issn2519-6154
dc.identifier.urihttps://repositorio.ippdh.mercosur.int/handle/123456789/280
dc.language.isoen
dc.publisherInternational Journal for Research in Education
dc.titleRe-considering T Re-considering Teacher Pr eacher Professional De essional Development in the elopment in the Pandemic Era: The Uruguayan Case
dc.typeArticle
dspace.entity.typePublication
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Contextos críticos y de emergencia: COVID-19