Publication: ¿Hacia la virtualización del Máster de Formación del Profesorado en España? Percepciones del alumnado y variables implicadas
Authors
Etchezahar, Edgardo ; Gómez Yepes, Talía ; Maldonado Rico, Antonio ; Albalá Genol, Miguel Ángel
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v39i3.115239
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info:eu-repo/semantics/article
Description
Abstract
La virtualización de la educación superior ha cobrado protagonismo en España, impulsada por factores como el desarrollo tecnológico y la creciente demanda de flexibilidad formativa. En este contexto, se analiza el impacto de la virtualización en el Máster de Formación del Profesorado (MESOB) en el profesorado en formación, cuyo modelo presencial se ha visto cuestionado ante una reciente posible propuesta para reducir su presencialidad obligatoria del 80% al 40%. Se realizó un estudio cuantitativo con una muestra de 174 estudiantes del MESOB de la Universidad Autónoma de Madrid. Se aplicó un cuestionario que recogió las percepciones del profesorado en formación acerca de la medida, así como otros datos sociodemográficos, experiencias previas con formación virtual, actitudes hacia la tecnología educativa y concepciones de enseñanza-aprendizaje. Los resultados indican de media una percepción positiva sobre el posible cambio, aunque se encontraron diferencias significativas en base al género, la especialidad, experiencias formativas virtuales previas y las concepciones de enseñanza-aprendizaje. Las actitudes hacia la educación virtual y una concepción tradicional del aprendizaje predijeron una mayor aceptación hacia el cambio. Las diferencias argumentales por tipo de modalidad preferida reflejan una tensión entre necesidades contextuales y las exigencias formativas. La aceptación del aumento de virtualización se vincula más con factores prácticos y personales que con fundamentos pedagógicos. Se concluye que la toma de decisiones sobre la virtualización debe considerar las percepciones del alumnado y la naturaleza habilitante del máster, incluyendo futuras investigaciones que profundicen en especialidades específicas y competencias docentes clave.
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.
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.
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Citation
Albalá Genol, M. Ángel, Etchezahar, E., Gómez Yepes, T. ., & Maldonado Rico, A. (2025). ¿Hacia la virtualización del Máster de Formación del Profesorado en España? Percepciones del alumnado y variables implicadas. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 39(3), 187–202. https://doi.org/10.47553/rifop.v39i3.115239
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