Pedagogical Processes in Virtual Teaching in Teacher Training for Primary Education Specialty

The study aimed to describe the pedagogical processes in virtual teaching for students specializing in primary education at a Public University in the Piura region. The approach used was quantitative, with a descriptive cross-sectional design. A questionnaire survey was used to collect information, evaluating the variable of pedagogical processes. The results show that, within the framework of knowledge construction, in virtual teaching processes, a very important aspect is the students' prior knowledge, which allows them, although weakly, to engage in the process of discovering knowledge. Another aspect concerns the cognitive and sociocultural processes generated in the virtual setting, in which the teaching faculty execute activities that moderately optimize observation, analysis, and memory using the senses and knowledge fragmentation. A third result is related to the use of virtual tools by teachers, such as virtual classrooms (Google Classroom and Meet), video conferences, Quizziz, webquests, and Classroom Scream. Finally, it is concluded that the pedagogical processes in virtual teaching were carried out in a moderately favorable context for the generation of learning and with little motivation for the discovery of new knowledge.