Comparación de la satisfacción de futuros maestros/as en las modalidades formativas en línea y mixta a través del programa web trazo

• Rocío C. Seoane ^[1] ; Juan E. Jiménez ^[1]
  1. [1] Universidad de La Laguna

     Universidad de La Laguna

     San Cristóbal de La Laguna, España

     
• Localización: Qurriculum: Revista de Teoría, Investigación y Práctica Educativa, ISSN 1130-5371, Nº 34, 2021, págs. 9-22
• Idioma: español
• DOI: 10.25145/j.qurricul.2021.34.01
• Títulos paralelos:
  • Comparison of preservice teachers’ satisfaction in online and blended delivery methods on trazo web-based program
• Enlaces
  • Texto completo
• Resumen
  • español

    El presente estudio persigue conocer si la satisfacción con un programa de formación web para la enseñanza de la escritura (programa web Trazo) depende de si la formación se ofrece en las modalidades en línea y mixta. Se confrontan dos grupos de maestros/as en formación que cursaron el programa web Trazo bajo dos modalidades formativas (en línea, n=70 y grupo mixto n= 88). Los resultados demuestran que el grupo en línea ofreció una valoración significativamente mayor de la formación recibida que el grupo mixto en cuatro de las dimensiones evaluadas. No se encontraron diferencias estadísticamente significativas entre grupos en la valoración atribuida al rol de las interacciones en el espacio web. Finalmente, se discuten las implicaciones educativas de evaluar la satisfacción de los futuros maestros/as tras experiencias formativas en línea.

  • English

    The present study aims to find out whether satisfaction with a web-based training programme for teaching writing (Trazo web-based programme) depends on whether the training is offered in online or blended modalities. Two groups of teacher trainees were compared, who took the Trazo web-based programme in two training modalities (online, n=70 and blended group n= 88). The results show that the online group gave a significantly higher evaluation of the training received than the mixed group in four of the dimensions assessed.

    No statistically significant differences were found between groups in the rating attributed to the role of interactions in the web space. Finally, the educational implications of assessing the satisfaction of prospective teachers after online training experiences are discussed.

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