Pre-professional practice in teacher training: strengths and experiences of the virtual modality

Abstract

Teacher education in an initial teacher-training program is built from the strengths and experiences that practitioners live in the contextualized educational practice. The objective of this research is to qualitatively build the experience of virtual teaching practicum through a case study with the participation of several pre-service teachers. Students in undergraduate career training from UNAE, contribute from their experiences and experiences by answering the questions in a survey; What strengths of the practice did you find in this virtual modality? And what was your experience in direct application of practice - narrating the learning process? The realization of this phenomenon implies locating those strengths and experiences of the practice achieved through the virtual educational modality. In this study, it is concluded that learning to teach, knowing how to be an educator, and knowing how to do things is built on the relation and interaction of professional components within a practice-driven model that adapts and allows the educational experience to converge in a constant process of activating theory, dynamizing didactics, strengthening knowledge and improving educational quality.