Educational public policies in teacher performance: an approach in the Peruvian context during COVID-19.

Abstract

The objective of this article was to analyze the incidence that educational public policies have on teacher performance, within the Peruvian context, during COVID-19. Methodologically, a systematic and bibliographical review of the proposed topic was carried out, and in this way, it is concluded that Peru, like many other countries, was found by COVID-19 with an unfavorable and developed scenario in terms of public policies. education in digital or distance matters, resulting in low levels of teacher preparation, knowledge, skills, and experience in the use of technological resources, which considerably affected their performance within the first part of the pandemic.