Technological resources used by Pre-service Teachers for teaching mathematics in virtual environments: an analysis in a pedagogical practicum course Recursos tecnológicos empleados por Maestros en Formación Inicial para la enseñanza de las matemáticas en entornos virtuales: un análisis en un curso de prácticas pedagógicas

Abstract

This qualitative descriptive study is based on the TPACK (Technological Pedagogical Content Knowledge) conceptual framework to characterize the technological resources used by pre-service teachers in teaching mathematics in virtual environments at a public university in Barranquilla, Colombia. Through virtual interviews and telephone calls validated by the Delphi method, detailed information was collected and transcribed about teaching practice, use of technological resources, knowledge, training, and perception of virtual education. The main findings revealed that participants employed specialized software, digital whiteboards, virtual platforms, and office software, integrating them with a didactic-pedagogical approach in their teaching. It was concluded that pre-service teachers took advantage of the e-learning modality to deepen their knowledge of new technological tools, strengthen those they already mastered, and implement them in primary and secondary basic education in the area of mathematics, thus enhancing their technological and pedagogical competencies to face the challenges of virtual education.