The impact of the COVID-19 pandemic on english language learning and teaching experiences at a public school in Bogotá.

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dc.contributor.advisorCruz Arcila, Ferneyspa
dc.contributor.authorVela Acosta, Gabriela del Pilarspa
dc.coverage.spatialColegio Paulo Freire IED, Usme, Bogotá, Colombia.spa
dc.coverage.temporalBogotá, Colombia- 2020- 2025spa
dc.date.accessioned2025-08-29T19:57:20Z
dc.date.available2025-08-29T19:57:20Z
dc.date.issued2025
dc.description.abstractLa pandemia de la COVID-19 interrumpió la educación a nivel mundial, obligando a las escuelas a pasar de manera abrupta al aprendizaje remoto. Esta transición expuso brechas significativas en el acceso digital, la preparación y el bienestar emocional de docentes, estudiantes y comunidades educativas. Este estudio cualitativo explora las experiencias, desafíos y oportunidades de docentes y estudiantes de inglés en el Colegio Paulo Freire IED, en Usme, Bogotá. Siguiendo un enfoque de indagación narrativa combinado con elementos de la teoría fundamentada, los datos se recopilaron a través de historias de vida y entrevistas en profundidad, para luego ser analizados e identificar patrones emergentes. Los hallazgos destacan cuatro categorías clave: (1) la brecha digital y la infraestructura tecnológica, (2) el apoyo institucional y administrativo, (3) la adaptación al aprendizaje remoto y las metodologías docentes, y (4) las dimensiones psicosociales de las emociones, la motivación y la autorregulación. Estos resultados revelan cómo los recursos limitados y el estrés emocional incidieron en el aprendizaje del inglés, mientras que algunos participantes desarrollaron estrategias de autonomía y resiliencia. El estudio ofrece aportes sobre cómo la enseñanza remota de emergencia impactó la instrucción del inglés en un contexto escolar público y vulnerable, subrayando desafíos persistentes como el acceso desigual a lo digital, el apoyo emocional insuficiente y la necesidad de modelos de enseñanza más inclusivos, adaptables y solidarios en tiempos de crisisspa
dc.description.abstractenglishThe COVID-19 pandemic disrupted education worldwide, forcing schools to shift abruptly to remote learning. This transition exposed significant gaps in digital access, preparation, and emotional well-being among teachers, students, and school communities. This qualitative study explores the experiences, challenges, and opportunities of English language teachers and students at Colegio Paulo Freire IED in Usme, Bogotá. Using a narrative inquiry combined with grounded theory approaches, data were collected through life stories and in-depth interviews, then analyzed to identify emergent patterns. The findings highlight four key categories: (1) the digital divide and technological infrastructure, (2) institutional and administrative support, (3) adaptation to remote learning and teachers’ methodologies, and (4) psychosocial dimensions of emotions, motivation, and self-regulation. These reveal how limited resources and emotional distress shaped English language learning, while some participants developed strategies of autonomy and resilience. The study provides insights into how emergency remote teaching affected English instruction in a vulnerable public-school context, underscoring persistent challenges such as unequal digital access, insufficient emotional support, and the need for more inclusive, adaptable, and supportive teaching models in times of crisis.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagister en Enseñanza de Lenguas Extranjerasspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/21427
dc.language.isoengspa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Humanidadesspa
dc.publisher.programMaestría en Enseñanza de Lenguas Extranjeras con énfasis en Inglés/Francésspa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectCovid-19spa
dc.subjectEnseñanza del inglésspa
dc.subjectAprendizaje del inglésspa
dc.subjectEducación a distanciaspa
dc.subjectAprendizaje remoto de emergenciaspa
dc.subjectBrecha digitalspa
dc.subjectAprendizaje autorreguladospa
dc.subjectCrisis educativaspa
dc.subjectTeoría fundamentadaspa
dc.subjectIndagación narrativaspa
dc.subjectMotivaciónspa
dc.subject.keywordsCovid-19eng
dc.subject.keywordsEnglish language teachingeng
dc.subject.keywordsEnglish language learningeng
dc.subject.keywordsDistance educationeng
dc.subject.keywordsEmergency remote learningeng
dc.subject.keywordsDigital divideeng
dc.subject.keywordsSelf-regulated learningeng
dc.subject.keywordsEducational crisiseng
dc.subject.keywordsQualitative research methodseng
dc.subject.keywordsGrounded theoryeng
dc.subject.keywordsNarrative inquiryeng
dc.subject.keywordsMotivationeng
dc.titleThe impact of the COVID-19 pandemic on english language learning and teaching experiences at a public school in Bogotá.spa
dc.title.translatedThe Impact of the COVID-19 Pandemic on English Language Learning and Teaching Experiences at a Public School in Bogotáeng
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcceng
dc.type.driverinfo:eu-repo/semantics/masterThesiseng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa

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