Reflexión desde la experiencia virtual: un acercamiento a las concepciones educativas mediadas por la tecnología de cuatro estudiantes de la Licenciatura en Pedagogía Infantil.

Abstract

This investigative work is the result of the training process that was carried out during the year 2020 and part of 2021 within the deepening cycle of the Bachelor's degree in Child Pedagogy, from the Francisco José de Caldas District University. This was carried out in the midst of an atypical context generated by the SARS-CoV-2 virus pandemic (Severe Acute Respiratory Syndrome - CoronaVirus 2), as a result of which all kinds of social changes were generated; One of these changes was the physical and face-to-face closure of educational establishments and therefore the temporary implementation of methodologies different from face-to-face, such as emergency remote education, which from a distance and using technological and virtual tools sought to give continuity to schooling. This change in methodology provoked different opinions and emotions, generated questions around education, training and learning. Thus, based on these questions, it was proposed to inquire about the teacher training of four (4) students belonging to the Bachelor's Degree in Early Childhood Pedagogy, based on the perceptions that each of them have about their own training and experience lived in the midst of emergency remote education. To begin the exploration of the above, it was decided to carry out semi-structured interviews with open and flexible questions for reflection framed in a qualitative perspective that seeks to investigate the particularities of people's perceptions about the ways in which events, events, and events are lived and experienced. or social events, in this case, education and teacher training from a remote methodology and in the midst of an atypical context; These meetings were held through the Google Meet platform, and had one (1) session per student; From these meetings, categories of analysis were established that emerged from the central categories (experience in education, emergency remote education and teacher training). These emerging categories allowed us to know from what point of view the four (4) students were understanding the concept of education, teaching and learning, as well as their experience of professional teacher training in the midst of a remote methodology mediated by the Internet, among which which are the social relationship that occurs in the classroom, the methodologies and didactics used, the quality of learning, the role of the subjects participating in the process, the teaching praxis and the learning that this experience leaves them; Finally, it was possible to conclude that for the four (4) students it is important within their teacher training exercise to move from speeches to daily events, as well as to think of a comprehensive educational methodology for education and non-face-to-face schooling and that it should be strengthen within the curricular program that they receive within the Bachelor's Degree.