Transición de las competencias de docencia tradicional presencial hacia la metodología virtual bajo el enfoque constructivista social

Abstract

This document addresses the transformation experienced by educators, when they assume the practice of teaching in virtual education, from classroom teaching to virtual tutoring. In the first part called "characteristics of the study", the presentation of the reasons that motivate the research, describing the geographical and institutional environment where it develops and its relationship with the problem situation and objectives. In a second part, the theoretical framework of the research is shaped, providing the theoretical foundations that allow to consolidate a well-founded basis to establish a priori categories that are contrasted with the results obtained after the implementation of methodological elements, which start from the qualitative research under a descriptive approach. Finally, conclusions are constructed that allow identifying how the step of the classroom teacher is transformed into virtual tutoring.