ABSTRACT
The pandemic caused by COVID-19 meant an important change in the approach to teaching-learning strategies at all educational levels, since the face-to-face model had to be forcedly adapted to other hybrid or online models. Different national and international reports advocated carrying out this transformation for the benefit of all students, regardless of health measures. This research aims to analyze the variability of teaching methodologies of Compulsory Secondary Education and Baccalaureate teachers in face-to-face format with the didactic actions undertaken for the development of online activities during the confinement period of the 2019-2020 academic year in centers of the Community of Madrid. For this, a questionnaire was designed that, online, was sent to all the centers in which the students of the Master's Degree in Teacher Training (UCM) carried out their curricular practices, obtaining a total of 226 responses. For data analysis, a descriptive analytical model was carried out, using a cross-sectional design to determine differences between the members of the sample. The conclusions show that the low use of digital resources in the classroom on a regular basis is related to the increase in difficulties and discomfort of teachers in facing virtual teaching situations. In turn, the difficulties and discomfort of the younger teachers is similar to that of the older teachers, so some years of experience in the educational center are necessary to implement virtual teaching. © 2023, AUFOP. All rights reserved.