La percepción de los futuros docentes de Educación Primaria a partir de los cambios en la enseñanza durante el confinamiento por el COVID-19

  1. Maria Carmen Fernández Tijero 1
  2. Jesús Alberto Valero Matas 2
  3. Pablo Manuel Coca Jiménez 3
  4. Javier Callejo Maudes 2
  5. Jesús Ortego Osa 4
  1. 1 Depto. Didáctica de la Lengua y la Literatura. Facultad de Educación de Palencia. Universidad de Valladolid
  2. 2 Depto. Sociología y Trabajo Social. Facultad de Educación de Palencia. Universidad de Valladolid
  3. 3 Depto. Didáctica de la Expresión Musical, Plástica y Corporal. Facultad de Educación de Palencia. Universidad de Valladolid
  4. 4 Depto. Psicología. Facultad de Educación de Palencia. Universidad de Valladolid
Tabanque: Revista pedagógica

ISSN: 0214-7742

Year of publication: 2022

Issue Title: Intervenciones educativas en clave de Educación para el Desarrollo y la Ciudadanía Global (EpDyCG)

Issue: 34

Pages: 179-206

Type: Article

More publications in: Tabanque: Revista pedagógica


The study focuses on the prospective Primary Education teachers’ perception of the didactic adaptations applied to the teaching-learning activity during the COVID-19 confinement. The research was conducted in telematic form over higher education students, in two phases: firstly, on a quantitative survey, secondly a qualitative one, and subsequently two discussion groups were held in order to offer a deeper view of the research, allowing us to appreciate relevant factors, as personal as group features. The results were conclusive, the university students of the education degrees opt for face-to-face teaching at all educational levels. The motivation is not only a better competences acquisition, but also, and mostly, because the virtual educational environments cannot develop adequately collaborative work or psycho-social skills. The student boy expresses a deep fear of a change in the educational model, leading to consider e-learning as the basis of the education system, which creates uncertainty. In essence, it is claimed a change in higher education to a more practical model, and collaborative online teaching