NAVIGATING UNCERTAINTY: CHALLENGES FACED BY PRIMARY ENGLISH TEACHERS RETURNING TO IN-PERSON EDUCATION IN COSTA RICA

Abstract

The health emergency caused by COVID-19 affected educational systems worldwide between 2020 and 2022 with the closing of thousands of schools. In Costa Rica, in response to the public health crisis the Ministry of Public Education (MEP) implemented a model based on distance education in 2020, combined or blended instruction in 2021, and the return to in-person education in 2022. This study aims to describe the perceptions of five primary English teachers from the Educational Directorate of Sarapiquí, Costa Rica, regarding the return to in-person education, to better understand the teachers’ professional context and pedagogical practices during the health crisis. This descriptive case study, grounded in inductive qualitative research, collected and triangulated data by means of semi-structured in-depth virtual interviews, document gathering (lesson plans), and body mapping. Content analysis was conducted to categorize the primary school teachers’ perceptions and experiences using ATLAS.ti. Results showed that teachers depended on strong pedagogical considerations for planning, teaching, and learning processes. Nonetheless, they had to deal with multiple challenges, including dealing with differences and inconsistencies in school-based and MEP-based management processes and policies, which made it difficult for them to readapt to the face-to-face modality. Added to this were the challenges posed by work overload and general exhaustion. The teachers additionally identified multiple deficiencies in students’ academic and educational competencies, in areas including learning to learn, socializing, and study routines, all accompanied by high levels of educational lag.