Percepciones del profesorado universitario y de futuros docentes hacia un modelo híbrido. El caso de la facultad de humanidades y ciencias de la educación de mondragon unibertsitatea.

  1. Zubizarreta Pagaldai , Ane 1
  2. Imaz Agirre, Ainara 1
  3. Ipiña, Nagore 1
  1. 1 Universidad de Mondragón/Mondragon Unibertsitatea
    info

    Universidad de Mondragón/Mondragon Unibertsitatea

    Mondragón, España

    ROR https://ror.org/00wvqgd19

Journal:
Journal of Supranational Policies of Education (JOSPOE)

ISSN: 2340-6720

Year of publication: 2021

Issue Title: Competencias docentes, digitalización e inclusión: Claves para alcanzar el Objetivo de Desarrollo Sostenible 4 en tiempos de pandemia.

Issue: 14

Pages: 43-56

Type: Article

DOI: 10.15366/JOSPOE2021.14.003 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Journal of Supranational Policies of Education (JOSPOE)

Abstract

The crisis caused by COVID-19 has fostered online and hybrid environments to play a paramount role in all educational stages. This situation has also promoted the visibility of challenges related to the digital competence of teachers and knowledge about techno-pedagogical design. However, teachers' perceptions still play an essential role in the response of institutions to new challenges. The research presented in this article is framed in this context and aims to analyze the perceptions of both the teachers of the Faculty of Humanities and Education Sciences of Mondragon Unibertsitatea (n= 24) and teacher students enrolled in Primary Education Degrees (n= 89) towards the implanted hybrid model. The results obtained from the ad-hoc designed questionnaire show that the participants value the implementation of the hybrid model positively. However, four factors of the hybrid model have been identified that seem to influence the teaching-learning process: narrative, context integration, synchrony and feedback.

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Data source: Dialnet