Practices in remote teaching, an opportunity for the development of teaching digital competence
DOI:
https://doi.org/10.5007/2175-795X.2024.e93356Keywords:
curricular practices, teacher training, Teacher digital competenceAbstract
The health situation experienced by the pandemic from 2020 onwards forced a readaptation at all levels of education, which went from face-to-face teaching to remote teaching. The training of language teachers was no exception. This research analyzes the perceptions of teachers in training about the advantages and disadvantages of this new type of practice. The research was carried out in two different contexts: in a degree in Literature and a Master in Teacher Training of Spanish as a Foreign Language. The research is developed from a qualitative methodology with a phenomenological approach, based on self-assessment questionnaires, to inquire about the students' level of satisfaction after carrying out their practices in the remote modality. The results indicate that teachers in training during remote internships missed being able to have more direct contact with students and teachers at the institutions where they did their internships; but, on the other hand, they valued very positively what this type of practice has meant for the development of their teaching digital competence. In addition, they realized that remote practices helped them to implement in the classroom many of the applications and strategies seen in subjects related to ICT, as well as the need for training programs to be supported by more strategies to ensure the transfer of knowledge acquired in different subjects to specific classroom situations.
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