Teachers' perception of the educational policy implemented during the COVID-19 pandemic for reading comprehension
DOI:
https://doi.org/10.33304/revinv.v21n1-2026001Keywords:
educational policy, teachers, pandemic, reading comprehension, readingAbstract
The objective was to analyze the perception of elementary school teachers on the educational policies implemented in Mexico and the actions they developed to promote reading comprehension during the COVID-19 pandemic. A qualitative methodology was used, with a case study research design from an interpretive perspective. Data were collected from semi-structured interviews with elementary school teachers in the state of Tamaulipas, through video calls and face-to-face in some schools. The analysis was carried out based on the categories and subcategories that made it possible to identify the responses of the interviewees. Preliminary results show that teachers perceive that the actions implemented from the government's educational policy were not able to absorb the total number of students. They raise the different contextual and socioeconomic situations of students and teachers; and contemplate the opinions or perceptions of teachers for the design of educational policies that contemplate actions that involve them as well as the teaching-learning process. Some training proposals and recommendations for the promotion of reading comprehension are derived from them.
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