TYPE OF STUDY AND DESIGN

A qualitative study was conducted with a comparative interpretative perspective (^{Denzin and Lincoln, 2012}). The main objective of this study was to analyze the meanings of student teachers from Chile and Honduras regarding their formative processes during the COVID-19 pandemic.

PARTICIPANTS

Ten students took part in this research, nine women and one man, enrolled in the fourth and fifth years of careers related to teaching studies at public universities. In Chile, the students attend a public university located in the Maule Region and, in Honduras, they regularly attend a public university in the Central District Municipality. These participants make up a nonprobability sample by convenience (^{Cossio-Bolaños, 2015}). Since this is a qualitative study, it is important to stress that the determining factor is not the number of participants, but the richness of the data they provide (^{Martínez-Salgado, 2012}). Even when these considerations were important, and a larger number of participants who fulfilled the inclusion criteria were invited, only ten students responded to the call.

Participants were selected according to inclusion criteria decided by the researchers. Inclusion criteria included:

DATA COLLECTION AND ANALYSIS PROCEDURE

Initially, each of the participants was contacted by e-mail to be introduced to the research and invited to participate in it. Once they had accepted to be part of this work, a date was set for the semi-structured interviews. These interviews were carried out using the Zoom^® application and were recorded for later transcription. These interviews took place in the months of July and August 2021, and each lasted between 30 and 40 minutes approximately.

The interview script was written on the basis of a previous categorization and contained seven questions, including: "Which communication methods have your professors been using to continue the teaching-learning process?", "How has the development of practical subjects been carried out?", "What have been the academic and economic limitations that you have faced during the pandemic?", "What have been the benefits obtained from distance learning?", "According to your point of view, how should college instruction be carried out in post-pandemic times?"

The analysis process was carried out through the codification and condensation of meaning, with the aim of accounting for the experiences and describing the meanings of the oral discourses of the Chilean and Honduran pedagogy students (^{Kvale, 2011}).

ETHICAL ASPECTS

In order to respect the ethical principles established internationally (^{Paz-Maldonado, 2018}), participation was voluntary and confidential. Prior to the start of data collection, a digital informed consent form was given to each of the participants who had agreed to take part in the study. This procedure made it possible to record the relevant information from the participants, and obtain their consent for the use of this information in the preparation of this article.

THE COVID-19 PANDEMIC AND THE TEACHING-LEARNING PROCESS

Most of the Chilean and Honduran student teachers agreed that the main means used by the teaching staff to continue the educational process, and particularly to hold synchronous meetings with the aim of developing curricular content, were the Zoom, Google Meet, and Microsoft Teams applications. In the case of communication for consultations, all participating students indicated that they used WhatsApp as the most direct channel and, to a lesser extent, an institutional e-mail. In addition, the institutional platforms established were considered useful for reviewing the activities carried out during the course, including literary research, content development and distribution of a variety of subject matter resources:

Chile Student 5: "We have used digital platforms that I did not know before and now I realize that they are very good and you save a lot of time, for example, especially for meetings, the main one we have used is Teams and also Zoom and Meet. And obviously we have always used it, but now we have made more use of WhatsApp, since we have WhatsApp groups by module or with a professor. Also with the pedagogical practice, so this method of communication has also been very useful."

Honduras Student 9: "We have used different communication methods and I think the most common is the Zoom platform, but we have also used Google Meet and WhatsApp as part of the process. The e-mail and our campus virtual platform have also been used, which I think is one of the most demanded resources as part of our process."

Most of the participants agreed that, when comparing face-to-face and distance education, the same capacities were developed with distance education in contrast to face-to-face education. This was so because they were supported by adequate technological devices to continue their learning process. However, they stated that, in order to benefit from this new educational approach, it was necessary to assume a personal commitment to advance their own educational endeavors.

Chile Student 4: "In relation to the modules and the competencies, I feel that I have been able to advance in the same way (…) however, I feel that I have been able to fulfill all the competencies because we are connected at the same time."

Honduras Student 6: "It also depends a lot on the student's attitude, if the student is self-disciplined, he/she will be just as interested in face-to-face classes as in virtual classes, so I think they can be just as efficient."

Regarding the development of subjects with a practical work component, the Chilean students mentioned that, in spite of that being a challenge for the teaching staff and themselves, they managed to get ahead and develop activities that made up for the presence of the students. These included leading facilitated seminars, producing instructional videos, creating didactic materials, and doing facilitated practical exercises.

Chile Student 1: "For example, when the teachers asked, let's see for example mathematics, which was not a practical subject, but if we had to do something practical like GeoGebra, then we had to attend the workshop, download GeoGebra on the computer and follow the class with the teacher."

Chile Student 3: "The professor provided us an hour of theory and an hour of practice, and I feel that we received very good direction in the pedagogical practices (…) I feel that we have had very good guidance, although there have been some communication problems with the school teachers, because they are always very busy (…) I believe that, despite the virtuality, we were still able to create useful, practical work."

On the other hand, Honduran students experienced feelings of nostalgia, given that most of the practical activities commonly carried out in some teaching-learning spaces were virtualized. It was underlined that, during the COVID-19 pandemic, virtualized techniques served as the primary strategy for addressing teacher education.

Honduras Student 6: "It has gone totally virtual because, for example, the workshops are workshops where classes must be taught, so what the colleagues are doing is teaching virtual classes or supporting the teachers in the management of the virtual class, always online, so the practice has continued, but in a virtual way."

Honduras-Student 9: "Eh, well, in a nostalgic way, to a certain extent, I would have loved to be able to have these types of activities in person where we have contact with people (…) let's remember that this is a pedagogical practice where, as students, we make that link with society using what we have, our resources, our skills, abilities to be able to return a little, right, to society. In this case, it was not possible, so we had to do it through virtual means of communication."

ACADEMIC AND ECONOMIC CONSTRAINTS IN A PANDEMIC CONTEXT

Regarding academic limitations, the Chilean students stated that the lack of preparation in educational practice to face the return to face-to-face education, poor connectivity and academic overload were the main obstacles faced during the COVID-19 pandemic. However, the Honduran students differed, the majority indicating that difficulties in communication and interaction with teachers were the greatest limitations faced in the distance education modality.

Chile Student 1: "I find that I am not going to be as prepared in the practical area when I have to go back to class and I will have a deficit that to overcome when I start working in the classroom, if we do not have on-site pedagogical practices between now and the end of the course."

Chile Student 2: "I think that, academically, one of the things that has been the most difficult may be the connectivity that this year has become hard. I think most people go through the same situation and it's because we're all connected to the internet, so I think it's been difficult for me."

Honduras Student 6: "(…) there is something that has been very difficult during the pandemic and it is communication with the teacher because it used to be instant communication, right? In real time, there, face to face with the teacher, and now… I write to a professor and I don't know when he or she is going to answer. He or she answers back, and then I write to him or her too and so on. To be able to contact a professor and ask him or her a question, sometimes you have to wait for a day or two."

Honduras Student 10: "Communication with the teachers is not the same and the availability to answer certain questions is not the same or is not very effective."

On the other hand, parallels were made between the restrictions falling on the times when the topics were taught, and one of the participants claimed she did not experience any academic restrictions in the context of the health crisis.

Chile Student 2: "I could also say the schedules, because not all of us have the same amount of time available. It has been easier for me than for other colleagues because I don't have children, but for my other colleagues, who do have children, it has been quite complicated."

Honduras Student 6: "It would be the fact that the classes are not offered in the same way that they were given in person because, at the beginning of the pandemic, for example, I was behind a class for three periods. So that meant for me to be another year late to be able to finish all the courses."

Chile Student 4: "The truth is that I haven't had any major difficulties academically, well, the subjects are not very easy in that regard, but everything else has gone well for me. It hasn't been difficult for me because I have always been able to communicate with my classmates, with the whole class, I have a good relationship with everyone."

Regarding economic constraints, most students in both countries reported that they had not faced any difficulties. However, some Chilean students faced the situation of not having technological devices. On the other hand, some of the Honduran participants had to shoulder the financial obligations of their families as their parents lost their jobs. Similarly, paying for internet service was another issue presented.

Chile Student 3: "At least, I was not bad financially and, in some way, I also received support from my grandparents, and from my mother."

Honduras Student 6: "Well no, I can't really complain, and I can't say that I have had any kind of limitation."

Chile Student 1: "The first year was a little more difficult because I didn't have a good computer, I used to go everywhere with my cell phone for classes and that was more difficult, obviously I couldn't buy a computer or anything (…)."

Honduras Student 7: "Economic limitations are the strongest, the main ones, because we don't always have (money or work). In my case, last year, when the pandemic began, my whole family was unemployed, that is, only I was employed (…), but then it was no longer so important to get money for the internet, for me, as it was to leave it to supply food in my home."

BENEFITS OF DISTANCE LEARNING

The students from both countries agree that the main benefits of distance education implemented during the COVID-19 pandemic were: the use of new technological applications, the development of autonomous learning, the process of learning to work as a team despite being located in different geographical areas, and the reduction of transportation costs that normally occur when attending higher education institutions in person. These factors played a key role in maintaining the drive for academic success despite the worldwide health crisis.

Chile Student 1: "I have learned to work with my classmates through these platforms, to organize ourselves, to work collaboratively and to support each other."

Chile Student 5: "By using many digital tools that I didn't know about, learning, realizing that I can connect instantly with someone on the other side of the world has been fascinating. Also, in the past, I used to spend a lot of time commuting to college. As a result, working from home allowed me to save both time and money on transportation."

Honduras Student 6: "Well, self-discipline because I have had to schedule myself and organize myself in a better way than when I received on-site classes."

Honduras Student 9: "Well, one benefit, in my opinion, is that not having to travel, leave home, or go to the institution where we attend classes helps to bring costs down a little".

UNIVERSITY EDUCATION DURING AND AFTER COVID-19

Most of the participants offered similar opinions regarding the actions that should be undertaken by universities to support the continuation of the educational process during the COVID-19 pandemic. These actions are related to the support in connectivity and the distribution of technological devices that should be offered by Chilean and Honduran public universities, in order to reduce the digital gap revealed by this health emergency.

Chile Student 1: "Basically I think it is crucial to have a good internet connection and that the university supports those who do not have such connection. I know that this has been done here."

Honduras Student 8: "From my perspective, I think they should worry a little more about providing students with the necessary tools, such as the internet connection, giving them access to a network, and I think that would be an important issue."

The idea to train and update instructors in the use of new technologies is another point of agreement between students from the two nations. This will enable them to execute strategies that result in more significant learning in the various learning environments they are in charge of.

Chile Student 2: "I would like them to pay more attention to the teacher educators. It is necessary to analyze the type of activities they carry out. I think it is necessary to share the work among instructors in teacher education, to discuss the variety of strategies to know what they are doing well and how they can improve. I think this is also necessary."

Honduras Student 9: "The university should work with the teachers. Remember that there is a technological illiteracy that can be absolute or proportional. (…) I have experienced that some teachers are not using the virtual campus in the best way or in the right way, so I think it should start from there to provide training and continuous training. I mean, those who perhaps are from another generation and are not updated with these tools (should receive this training)."

Some contrasts found in each of the interviews can also be noted. The Chilean students argued that, if the pandemic and the spread of infections continued, progress would have to be made through distance learning with didactic improvements. On the other hand, to a lesser extent, they referred to attending university again, as well as developing various health protocols for this possible return. Likewise, a large number of the Honduran participants advocated a face-to-face return, particularly for practical subjects, once a vaccination process had been completed. It should be remembered that the interviews were carried out between July and August 2021, when the strategies for on-site return to higher education centers in both countries were not yet clear. During the years 2022 and 2023, different stages were surpassed until classes came to be held in face-to-face mode in colleges around the world, and most specifically in the countries dealt with in this study. The virtual mode is, however, always considered for special occasions in which on-set classes cannot be held normally.

Chile Student 2: "One action would be to continue with virtuality, I believe that we should continue with these virtual classes and what perhaps needs to be improved is how to make the classes more didactic, using new strategies, perhaps in virtual classes there are more opportunities for dialogue."

Chile Student 5: "To continue with this work methodology, I think we are well adapted and the university should have the protocols ready for any emergency."

Honduras Student 6: "Well, first of all to validate that all students, teachers, administrative personnel have had their vaccinations, in fact with two doses of vaccine because in a way that is a percentage that guarantees that we are taking care of ourselves, that we feel safer and I believe that we can return to classes in a progressive manner, in a gradual way, little by little."

Honduras Student 10: "(…) to adapt the plans so that everyone can have the opportunity to have access to face-to-face education, but I think that an in-depth analysis of the benefits it would bring would have to be done in the first place."

The majority of participants from both nations are committed to a hybrid educational paradigm for their post-COVID-19 university study. This concept would include both theoretical distant learning and in-person practical instruction, either at the numerous educational facilities designated for their development or in the university buildings where they take classes.

Chile Student 3: "Perhaps for the first periods after the pandemic, it could be considered that we were locked up for a very long time. For this reason, maybe offering hybrid classes, where we can take some classes from home, for example, and take other classes in college, that are partially face-to-face and partially virtual for at least a while. (…) the programs need to be adaptable because we would still need to take care of ourselves even if the epidemic stopped tomorrow (…) some online classes, some face-to-face, and others that truly require a face-to-face approach can be done face-to-face."

Honduras Student 9: "(…) we can now have both virtual and face-to-face classes, and I think it is necessary to evaluate which are the subjects that could be strictly offered in the curriculum as virtual."

Finally, a number of Honduran participants said that, due to structural issues in the Honduran context, such as high poverty rates, inequality, and unemployment, the training of professionals in university fields like pedagogy and educational sciences could be threatened if face-to-face classes were to be resumed. The entire population of the educational system, including university students, is directly impacted by the issues mentioned above.

Honduras Student 7: The return, I personally feel that we are very far from this return to face-to-face classes (…) because we do not live in a country where our context supports us to do so."

Honduras Student 9: "(…) the university should also analyze what can be done to help students in one way or another, especially those who had to go to their places of origin because they couldn't study here, and in one way or another to make this a beneficial experience."

Honduras Student 10: "(…) because it will be tough, particularly in terms of health or finances, for a student who is unable to attend class because he lost his job due to the pandemic and now needs to figure out how to get money to get back to his classroom. A lot of students, in my opinion, will just discontinue their university courses and won't be returning. There may have been another possibility, or they may have experienced other crises. It will undoubtedly change; it will be like another world."