Métricas alternativas
Datos de los fondos
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Universidad de Las Palmas de Gran Canaria
Números de la subvención PIE 2023-11-65
Palabras clave
teacher training
microteaching
immersive virtual reality
education Autoeficacia
formación de docentes
microenseñanza
realidad virtual inmersiva
educación
Cómo citar
Resumen
El sentido de autoeficacia del profesorado en formación (PSTs) se estudia cada vez más por su impacto en el desarrollo profesional. Métodos como la microenseñanza han demostrado mejorar la autoeficacia del PSTs. Este estudio examina el impacto de la microenseñanza, grabada con cámaras de realidad virtual inmersiva (iVR), en la autoeficacia del PSTs. Se exploran los niveles de autoeficacia de los PSTs antes y después de la microenseñanza y sus percepciones posteriores. Utilizando un enfoque de método mixto, realizamos un diseño cuasi-experimental de pretest-postest con la Escala de Autoeficacia del Profesor (TSES) y grupos focales. El estudio involucró a 27 PSTs de inglés de un programa de máster en la Universidad de Las Palmas de Gran Canaria. El análisis cuantitativo mostró alta fiabilidad en las tres dimensiones de la TSES: estrategias de instrucción, gestión del aula y compromiso de los estudiantes, con mejoras significativas postest con respecto a las estrategias de enseñanza. El análisis cualitativo destacó la importancia de estas dimensiones junto con el uso innovador de iVR. Nuestros hallazgos sugieren que comprender las interacciones que afectan la autoeficacia puede mejorar el diseño de programas de formación docente, promover el crecimiento profesional y la confianza de los futuros educadores.
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