2026-04-30T05:16:13Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/729952025-01-16T13:13:27Zcom_10324_1142com_10324_931com_10324_894col_10324_1258

González Calvo, Gustavo Varea, Valeria Eduardo Sierra-Nieto, J. 2024-12-24T07:48:57Z 2024-12-24T07:48:57Z 2025 Education 3-13, 2025, vol. 53, n. 1, p. 65-84 0300-4279 https://uvadoc.uva.es/handle/10324/72995 10.1080/03004279.2023.2179891 65 1 84 Education 3-13 53 1475-7575 Producción Científica The Covid-19 pandemic has led to widespread changes in the ways teaching and learning take place under the pandemic. This has affected more significantly pre-service teachers, as they did not have the opportunity to experience their practicum period in a ‘normal’ context. Therefore, the aims of this paper are: (1) to explore how pre-service teachers experienced a period of uncertainty in teaching as a consequence of the Covid-19 pandemic; and (2) to explore how pre-service teachers imagined the teaching profession and the challenges they faced related to the pandemic. Results show that pre-service teachers believed that the educational relationship between teachers, the students and the subject is built through a personal relationship between teachers, students and the content to be taught. Results also demonstrate that the pandemic made it difficult for pre-service teachers to approach students and content, and create spaces of mutual trust between teacher and students. application/pdf spa Taylor and Francis info:eu-repo/semantics/restrictedAccess http://creativecommons.org/licenses/by-nc-nd/4.0/ Taylor and Francis Attribution-NonCommercial-NoDerivatives 4.0 Internacional Pedagogical tact 'new normal' educational relationships Covid-19 Exploring educational interactions in a pandemic situation through comics: an approach to the Spanish context info:eu-repo/semantics/article info:eu-repo/semantics/draft https://www.tandfonline.com/doi/full/10.1080/03004279.2023.2179891 SI