Virtual and face-to-face learning in elementary pre-service teacher education

Abstract

The SARS-CoV-2 pandemic brought about profound changes in education systems worldwide, forcing higher education institutions to move much of their teaching activities to virtual environments. This process highlighted a number of structural problems, including digital access gaps, difficulties in sustaining practical learning experiences, and the socio-emotional challenges associated with lockdown. In the case of initial teacher training, these changes were particularly significant, given that the preparation of future teachers requires constant articulation between theoretical knowledge, practical experiences, and pedagogical interaction processes. In this context, the present study aimed to analyze the experience of students in the Primary Education program regarding their training process during the pandemic, considering the tensions and lessons learned from alternating between virtual and face-to-face modalities. 

From a methodological point of view, the research was developed under an interpretive paradigm and was configured as a case study aimed at understanding the perceptions of teachers in training regarding their educational process in the context of a health emergency. The sample consisted of 24 Primary Education Pedagogy students belonging to a private university in Santiago, Chile, selected through a non-probabilistic, intentional sampling. The information was collected through semi-structured interviews conducted virtually, which were transcribed in full and analyzed using conventional content analysis. This procedure made it possible to identify recurring discursive patterns and construct analytical categories based on the experiences reported by the participants.

The results of the study are organized into four main trends. First, students describe various difficulties associated with learning in a confined context, such as concentration problems, loss of academic routines, low motivation, and domestic conditions that are not conducive to study. Second, critical perceptions are identified regarding the impact of virtuality on teacher training, particularly in relation to the reduction of opportunities for practical learning, the manipulation of teaching materials, and the development of pedagogical skills linked to classroom teaching. Thirdly, participants make comparisons between virtual and face-to-face learning, particularly valuing opportunities for direct interaction with teachers and classmates, as well as the collaborative spaces that are typical of the face-to-face university environment. However, they also recognize some benefits of online education, such as access to recorded classes and the accelerated development of digital skills.

Finally, the findings suggest that the pandemic had ambivalent effects on initial teacher training. On the one hand, there are limitations related to the loss of spaces for pedagogical interaction and practical experiences that are fundamental to professional learning. On the other hand, the emergency context favored the development of digital skills and a greater willingness toward pedagogical innovation. Consequently, there is a need for teacher training institutions to strengthen strategies that integrate the use of educational technologies without neglecting the practical and collaborative experiences inherent to the teaching profession.