ADAPTING EDUCATIONAL TEACHERS IN THE COVID-19 CONTEXT: A SYSTEMATIC REVIEW

The objective of this systematic review was analyzing how teaching and learning, online learning and mental health have influenced the processes of teacher adaptation in the COVID-19 context. The study was developed following the methodology established in the PRISMA Declaration, the scientific information was recovered mainly from Scopus, Web of Science, EBSCO and Springer in a target period of nine months. The identifica-tion, screening, eligibility and inclusion process took three months. Of the 358 studies returned by the specialized search, only 23 were included. Inclusion criteria: research articles, systematic reviews and case studies; peer-reviewed, related or interrelated to teaching and learning, online learning, teacher mental health and teacher adaptive ca-pacity in the context of the pandemic. Exclusion criteria: investigations that were not subjected to peer review, with methodological deficiencies or that did not demonstrate a relationship or interrelation between the study categories. The results indicate that teaching and learning, online learning and mental health; have been decisive in the teacher adaptation processes in the COVID-19 context.