Abstract:

This paper, in the context of the education e-learning implemented in Chilean universities during the years 2020 and 2021 caused to the COVID-19 pandemic, characterizes the pedagogical and professional learnings developed by preservice teachers on the implementation of virtual teaching practices. The modeling role of the training experiences lived by future teachers in the construction of their knowledge to integrate digital technology in the classroom is assumed as a premise. This assumption is based, on the one hand, on the contributions of Bandura, who defines the modeling as the action that occurs when a person (eg a professor) emits a behavior that is observed and subsequently imitated by another (eg student) and other hand, in the contributions that from the sociocultural perspective of technologies point out that the construction of people's digital knowledge is the result of the confluence of experiences of action in activities with other people, mediating artifacts and in a situated environment, which are resignified and then incorporated as part of a contextual repertoire of knowledge and performance.

Based on the above, the existence of remote-type training experiences is proposed experienced by teachers in training, which influence their own digital learning and, therefore, are likely to be transferred to their subsequent professional actions. Thus, the research interest is to investigate the pedagogical and professional learning developed by preservice teachers, respect to what to consider and how to implement classroom practices in e-learning mode.

The research design used, based on an interpretive approach, considered the application of qualitative interviews to a sample-type of 24 pedagogy students of the Primary Education and Special Education careers of a university in the Valparaíso region, Chile. Through a content analysis, the interviews were coded individually and then compared in order to saturate categories that account for those learnings made explicit by the informants as a product of their training experience during the pandemic and possible to project for their own future professional performance.

The results show that the learnings developed by future teachers is linked to:
(i) the necessary emotional empathy and interest in the personal context from which a student works as a basis for achieving virtual interaction processes;
(ii) the design of training activities that give prominence to the student;
(iii) the implementation of learning evaluations focused on the process and not on a product;
(iv) the use of digital technologies that allow the student to feel part of the class and;
(v) self-assess performance teaching as a regular practice teachers.

The discussion of the results allows to highlight two conclusions. The first confirms the modeling role to have the experiences of classes experienced by teachers in training in the construction of their digitals professional repertoires. The second shows the emergence of a professional learning that highlight to emotional and trusting ties with the student body as a basis for the success of a virtual class and the self-awareness of how important it is importance which is to reflect and analyze the role and contribution that is achieved as a virtual teacher in the learning of their students.

Keywords:

e-learning, Initial Teacher Training, Learning Modeling, Digital Emotionality, Teacher Reflection.