Instructional Methods and Hybrid Learning in Preservice Teacher Education—Case Studies in Portugal and Spain

The preservice teacher education assumes a predominant role in the quality of the educational process that must be assumed in public education policies, noting the importance of reflection on a variety of aspects, including the curriculum, teaching and learning methods, and pedagogical practices. To...

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Bibliographic Details
Published in:Journal of higher education theory and practice 2022, Vol.22 (3), p.47-60
Main Authors: Rodrigues, Ana Luísa, Garcia, David Alonso
Format: Article
Language:English
Subjects:
Blended Learning
Case Studies
COVID-19
Distance learning
Education policy
Educational Environment
Learning Activities
Online instruction
Preservice Teacher Education
Preservice teachers
Student Attitudes
Students
Teacher Collaboration
Teacher education
Teacher Educators
Teaching methods
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Summary:The preservice teacher education assumes a predominant role in the quality of the educational process that must be assumed in public education policies, noting the importance of reflection on a variety of aspects, including the curriculum, teaching and learning methods, and pedagogical practices. To this end, this article aims to: i) present and compare the curriculum and study plans of two preservice teacher education programs in Portugal and Spain; ii) study the instructional methods used and hybrid learning format in these programs in pandemic time; and iii) analyze how their pedagogical practices are developed in post-pandemic time, particularly about the use of digital technologies and online education. As result, it is intended to obtain a characterization of the Masters of access to the teaching profession and analyze the way their curricula and instructional methods are developed. We also intend to draw conclusions about the effects of the Covid-19 pandemic on pedagogical practices, namely regarding how technologies can enable motivation, facilitate learning, and have a positive influence on pedagogical practices.
ISSN:2158-3595
2158-3595
DOI:10.33423/jhetp.v22i3.5080