De la teoría a la práctica: transiciones de profesores en formación en prácticas híbridas de aprendizaje flexible
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https://doi.org/10.17979/sportis.2025.11.4.11684Resumen
Este estudio examinó las experiencias de estudiantes de pre-servicio en Educación Física (EP) durante sus prácticas profesionales en medio del cambio de la nueva normalidad a entornos de aprendizaje híbrido. Los datos se recopilaron mediante el análisis de las reflexiones de los estudiantes de pre-servicio (EP) sobre sus preparativos, adaptaciones, problemas, mejores prácticas y recomendaciones a través de entrevistas y grupos focales (GFG) mediante un enfoque fenomenológico. Los hallazgos indicaron que, aunque los estudiantes de pre-servicio (EP) tenían un sólido conocimiento de la información y habilidades fundamentales, enfrentaron dificultades considerables en el establecimiento de una comunicación eficiente, el manejo de una variedad de estudiantes y la adaptación a las plataformas tecnológicas. A pesar de estos obstáculos, los estudiantes de pre-servicio (EP) idearon tácticas como la incorporación de la tecnología, el trabajo en equipo y la atención a las necesidades de los estudiantes para navegar con éxito los desafíos de la enseñanza híbrida. El estudio destaca la importancia de una formación sólida de los estudiantes de pre-servicio que se centre en el desarrollo de la competencia tecnológica, la versatilidad en los métodos de enseñanza y las sólidas habilidades de comunicación. Las acciones sugeridas consisten en crear un manual para estudiantes de pre-servicio, fomentar una mayor cooperación entre universidades, escuelas y profesores colaboradores, y realizar investigaciones adicionales sobre el modelo TPACK en el marco del aprendizaje híbrido.
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