Towards the Virtualization of the Master's Degree in Teacher Training in Spain? Students' Perceptions and Related Variables

Abstract

The virtualization of higher education has gained prominence in Spain, driven by factors such as technological advancement and the growing demand for flexible learning opportunities. Within this context, this study examines the impact of virtualization on the Master's Degree in Secondary Education Teacher Training (MESOB), particularly in light of a recent proposal to reduce its mandatory in-person attendance from 80% to 40%. A quantitative study was conducted with a sample of 174 MESOB students from the Universidad Autónoma de Madrid. A questionnaire was administered to gather future teachers' perceptions of the proposed measure, along with sociodemographic data, prior experiences with virtual learning, attitudes toward educational technology, and conceptions of teaching and learning. Findings reveal a generally positive perception of the potential change; however, significant differences emerged based on gender, subject specialization, prior virtual learning experiences, and teaching-learning conceptions. Notably, positive attitudes toward virtual education and a more traditional conception of learning predicted greater acceptance of the shift. The arguments provided by students for their preferred mode of delivery highlighted a tension between contextual needs and the pedagogical demands of teacher education. Overall, acceptance of increased virtualization appears to be more closely associated with practical and personal factors than with pedagogical reasoning. The study concludes that decision-making regarding the virtualization of the program should take into account student perceptions and the qualifying nature of the degree. Further research is recommended to explore specific subject areas and the development of key teaching competencies in greater depth.