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Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions

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  • José Luis Martín-Núñez

    (Institute of Educational Sciences, Technical University of Madrid, 28040 Madrid, Spain)

  • Juan Luis Bravo-Ramos

    (Institute of Educational Sciences, Technical University of Madrid, 28040 Madrid, Spain)

  • Susana Sastre-Merino

    (Institute of Educational Sciences, Technical University of Madrid, 28040 Madrid, Spain)

  • Iciar Pablo-Lerchundi

    (Institute of Educational Sciences, Technical University of Madrid, 28040 Madrid, Spain)

  • Arturo Caravantes Redondo

    (Institute of Educational Sciences, Technical University of Madrid, 28040 Madrid, Spain)

  • Cristina Núñez-del-Río

    (Institute of Educational Sciences, Technical University of Madrid, 28040 Madrid, Spain)

Abstract

The exceptional situation experienced on the planet during the last two academic years has forced teachers to adapt their teaching. They had to pass their face-to-face teaching methodologies to online teaching. This study analyzed the perceptions of students in a master’s degree in secondary school teacher training, who have experienced the transition to bimodal teaching during the 2020–21 and 2021–22 academic years carried out by professors with high digital teaching competence. Data from two academic years are available, with a total of 207 students. The results indicate that the experience has been positive, and no significant differences were found in the follow-up of the contents when the class was followed online. However, the feeling of belonging to the group is lower in online classes than in face-to-face classes, and the perception of online teaching is more favorable in the academic year immediately developed after the COVID crisis. The bimodal modality has become a useful solution as long as the conditions of the equipment and networks are guaranteed as well as the training of teachers in digital teaching competence. In addition, the students’ perception of this modality is that it can continue once the exceptionality of the pandemic has been overcome.

Suggested Citation

  • José Luis Martín-Núñez & Juan Luis Bravo-Ramos & Susana Sastre-Merino & Iciar Pablo-Lerchundi & Arturo Caravantes Redondo & Cristina Núñez-del-Río, 2022. "Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions," Sustainability, MDPI, vol. 14(6), pages 1-15, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:6:p:3272-:d:768548
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    1. Carmen Jiménez-Bucarey & Ángel Acevedo-Duque & Sheyla Müller-Pérez & Luis Aguilar-Gallardo & Miguel Mora-Moscoso & Elena Cachicatari Vargas, 2021. "Student’s Satisfaction of the Quality of Online Learning in Higher Education: An Empirical Study," Sustainability, MDPI, vol. 13(21), pages 1-14, October.
    2. Svetlana Berezhna & Ivan Prokopenko, 2020. "Higher Education Institutions in Ukraine during the Coronavirus, or COVID-19, Outbreak: New Challenges vs New Opportunities," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 12(1Sup2), pages 130-135, June.
    3. Ruba Abdelmatloub Moawad, 2020. "Online Learning during the COVID- 19 Pandemic and Academic Stress in University Students," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 12(1Sup2), pages 100-107, June.
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    1. David Méndez & Miriam Méndez & Juana María Anguita, 2022. "Digital Teaching Competence in Teacher Training as an Element to Attain SDG 4 of the 2030 Agenda," Sustainability, MDPI, vol. 14(18), pages 1-13, September.

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