Models of Future Teachers’ Adaptation to New Post-Pandemic Digital Educational Scenarios
Autor:
Martín-Gutiérrez, Ángela
; Díaz-Noguera, María Dolores
; Hervas-Gomez, Carlos
; Morales-Pérez, Gloria Luisa
Fecha:
2022Palabra clave:
Revista / editorial:
Sustainability (Switzerland)Citación:
Martín-Gutiérrez, Á., Díaz-Noguera, M. D., Hervás-Gómez, C., & Morales-Pérez, G. L. (2022). Models of Future Teachers’ Adaptation to New Post-Pandemic Digital Educational Scenarios. Sustainability, 14(21), 14291. MDPI AG. Retrieved from http://dx.doi.org/10.3390/su142114291Tipo de Ítem:
Articulo Revista IndexadaDirección web:
https://www.mdpi.com/2071-1050/14/21/14291Resumen:
The aim of this study was to determine the post-pandemic learning adaptation scenarios from the perspective of university students from the Faculty of Education Science of the University of Seville (Spain) as a function of the competencies identified in the context of digital transformation. This was a non-experimental, descriptive study that used a short version of the Scale of Attitudes on the Perceptions of Future Teachers toward the New Post-pandemic Educational Scenarios (SANPES). The sample consisted of 972 students of the University of Seville (Spain) (72% women, 28% men), registered in the academic year 2021–2022. A cluster analysis was performed, using a hierarchical procedure (dendrogram), followed by a non-hierarchical procedure (k-means algorithm). The results show significant differences in the responses of the university students. Conclusions: progressive models or scenarios of adaptation to post-pandemic learning based on some student competencies, such as motivation, collaboration, self-learning and digital methodology: (a) initial adaptation model, (b) moderate adaptation model, and (c) advanced adaptation model.
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