Resumo

SANCHEZ MIRANDA, Juan José; GONZALEZ POLO, Arturo  e  MONROY RODRIGUEZ, Adriana. Teachers’ Training: From Pedagogical Tradition to Virtual Learning Environments. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2019, vol.10, n.19, e025.  Epub 15-Maio-2020. ISSN 2007-7467.  https://doi.org/10.23913/ride.v10i19.539.

Changes are inevitable, especially in such a complex and dynamic scenario that humanity lives in today. They occur at different times and historical circumstances. In the educational field, the rise of information and communication technologies (ICT) in the teaching and learning process has brought several repercussions. Among them, it has altered the formative model of new teachers. Or perhaps is it possible to transform the educational practice or maintain the pedagogical tradition despite the educational demands of the present century?

This study aims to analyze how the transition from the traditional model of teacher training to a new model that responds to the educational needs of the 21st century is taking place: if it is kept in a resistance framework by abandoning old teaching practice schemes or is transformed from the circumstances in which this model is integrated into virtual learning environments (EVA). It also documents and analyzes the different perspectives that teacher teachers have on the teaching practice based on the use of ICT from their professional training, personal interests or paradigms.

To accomplish this, a sample of 60 first-grade students from the Secondary Education Degree of the Escuela Normal de Atlacomulco was taken. Participants answered an online survey focused on the use of ICT, as well as in the analysis of class plans and observations of the pedagogical practices. It was found that, although students have access to different electronic devices, not all teachers have the disposition and capacity to integrate them into their teaching practice as tools to favor learning, especially those who are of advanced age. This reinforces the hypothesis that the older the faculty, the less interest in using the EVA offered by ICT.

Palavras-chave : virtual learning environments; teacher training; educational model; paradigm; information and communication technologies; pedagogical tradition.

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