[en] The home confinement caused by the COVID-19 pandemic has represented the greatest challenge of adaptation and transformation of the Spanish educational system registered to date. The change in the educational paradigm, with special attention to the change of location, methodology, means and evaluation, has shown that the process has not been satisfactory for all the agents involved. This study shows the perspective of a bulk of 3764 teachers of all educational levels who carry out their teaching work in centers represented from all the autonomous communities. The questionnaire addresses the perspective of these teachers in relation to a series of questions that seek to corroborate the existence of a multidimensional gap (methodology, socio-economic and technological) in addi-tion to verifying the effectiveness of educational management. Teachers' opinion of both their own work and that carried out by educational administrations and families, yields heterogeneous results based on variables of educational levels, geographic demarcation or available means. Likewise, the opinion of the teaching staff towards the families is satisfactory, comparable to the action itself. On the other hand, the evaluation received by the training plans in digital skills and the response of the educational administration to face a transformation of the educational system do not satisfy all the teachers. The article shows that the digital divide is not only instrumental, but also an adaptation of an educational system that, despite having a digitization plan planned, has not been carried out with the priority and consistency as demonstrated by one of the agents educators directly involved in this process, the teaching staff.

[es] El confinamiento domiciliario ocasionado por la pandemia por COVID-19 ha supuesto el mayor reto de adaptación y transformación del sistema educativo español registrado hasta la fecha. El cambio del paradigma educativo, con especial atención al cambio de ubicación, metodología, medios y evaluación, ha puesto de manifiesto que el proceso no ha sido satisfactorio para todos los agentes implicados. El presente estudio muestra la perspectiva de un grueso de 3764 docentes de todos los niveles educativos que ejercen su labor docente en centros representados de todas las comunidades autónomas. En el cuestionario se aborda la perspectiva de estos docentes en relación a una serie de cuestiones que pretenden corroborar la existencia de una brecha multidimensional (metodología, socio-económica y tecnológica) además de comprobar la eficacia de la gestión educativa. La opinión de los docentes tanto de la propia labor realizada como la llevada a cabo por las administraciones educativas y las familias, arroja resultados heterogéneos a partir de variables de niveles educativos, demarcación geográfica o medios disponibles. Asimismo, la opinión del profesorado hacia las familias es satisfactoria, equiparable a la propia acción. En cambio, la valoración que reciben los planes de formación en competencias digitales y la respuesta de la administración educativa para afrontar una transformación del sistema educativo no satisfacen al conjunto del profesorado. El artículo muestra que la brecha digital no es tan sólo instrumental, sino de adaptación de un sistema educativo que, pese a tener planificado un plan de digitalización, no se ha llevado a cabo con la prioridad y consistencia como así ha demostrado uno de los agentes educativos implicados directamente en este proceso, el profesorado. | The home confinement caused by the COVID-19 pandemic has represented the greatest challenge of adaptation and transformation of the Spanish educational system registered to date. The change in the educational paradigm, with special attention to the change of location, methodology, means and evaluation, has shown that the process has not been satisfactory for all the agents involved. This study shows the perspective of a bulk of 3764 teachers of all educational levels who carry out their teaching work in centers represented from all the autonomous communities. The questionnaire addresses the perspective of these teachers in relation to a series of questions that seek to corroborate the existence of a multidimensional gap (methodology, socio-economic and technological) in addition to verifying the effectiveness of educational management. Teachers' opinion of both their own work and that carried out by educational administrations and families, yields heterogeneous results based on variables of educational levels, geographic demarcation or available means. Likewise, the opinion of the teaching staff towards the families is satisfactory, comparable to the action itself. On the other hand, the evaluation received by the training plans in digital skills and the response of the educational administration to face a transformation of the educational system do not satisfy all the teachers. The article shows that the digital divide is not only instrumental, but also an adaptation of an educational system that, despite having a digitization plan planned, has not been carried out with the priority and consistency as demonstrated by one of the agents educators directly involved in this process, the teaching staff.