This article presents, discusses and analyzes different stories told by English teachers in training, in which they tell their experiences and perspectives lived during the pandemic when they developed their teaching practice in a public school, which accounts for the different pedagogical alternatives that had to be implemented to respond to this new challenge.
To develop it, qualitative methods were used based especially on the stories and accounts of these teachers in training, as a conclusion it is recognized that what allowed the encounter of knowledge of this group of practitioners, who, in times of crisis, had to rethink their pedagogical work, which could be supported by the community generated through this technological means that served as a repository of experiences lived during the pandemic.
Key words: stories, preservice teacher, pandemic, opportunity
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