Educational innovation and pedagogical practice in rural educational institutions in Peru on times of pandemic

The study aimed to understand teachers' perceptions about innovation and pedagogical practice in rural educational institutions in Peru in times of pandemic. The study considered teachers from rural educational institutions in different provinces of Ayacucho region, Peru. The study corresponds to the mixed approach of exploratory level. The quantitative data were operationalized by a questionnaire through Google forms and the qualitative data was contributed by the interviews through a script by means of Zoom, which were recorded; the information is linked by means of an interpretative approach. The categories that emerged were: adaptation to educational innovation, teacher training, family support, new roles of teachers and students. Favorable points of view emerged from teachers working in rural institutions in this region of the country, who adapted to education under the virtual modality, assuming the need to learn, self-train and update themselves for the management of equipment and applications to carry out their pedagogical practice, emphasizing that many weaknesses still persist in virtual teaching, without discussing the benefits that its support has brought to the learning process of students. Therefore, it is necessary to develop sequences focused on ICT for training, planning, management and provision of resources in order to offer better educational experiences.