The development of didactic competences in initial teacher training during the context of virtual education

Abstract

The main objective of this study was to know, from the experiences of teachers in training, how the synchronous virtual modality contributed to the development of their teaching skills. The research was developed under the qualitative approach, with a phenomenological design, and 19 students in the last semester of the education faculty of a public university in Lima, Peru, who studied in the synchronous virtual modality during the pandemic years, were interviewed. The results showed that collaborative activities in virtual environments favored communication between students and the teacher; however, the development of didactic skills was not completely favored. It was reported that it would have been convenient to: (1) apply the modeling strategy to develop the planning competence, (2) promote more autonomous and creative learning strategies, (3) encourage the design of formative evaluation and (4) more reflection on feedback.