Digital Transformation in Teacher Education: Challenges and Benefits of the Online Pre-Professional Experience
DOI:
https://doi.org/10.63969/39srf632Keywords:
virtual education, teacher preparation, online practice, professional training, educational innovationAbstract
The objective of this research was to analyze the connection between virtual pre-professional practices and the quality of teacher training in the field of Technology at the Universidad Nacional de Educación Enrique Guzmán y Valle, within the framework of the health emergency caused by COVID-19. A quantitative approach was applied under a non-experimental, descriptive-correlational design, working with an intentional sample of 168 students from the 2017, 2018, and 2019 cohorts of the Electricity, Industrial Automation, and Mechanical Power programs. Data were collected through structured questionnaires and processed using descriptive and inferential statistics, specifically Pearson’s correlation coefficient. The results revealed a significant and positive correlation between virtual internships and the improvement of teacher education quality (r = 0.762), with the strongest effect observed in the administrative dimension. In the pedagogical and community dimensions, favorable but less intense associations were also identified. The study concludes that, although initially conceived as an exceptional measure, the virtual modality proved to be an effective tool for strengthening professional training, provided it is implemented with rigorous planning and high educational quality standards.
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