Resumo

HERNANDEZ-HERRERA, Nohemí. Teaching strategies for pedagogical mediation in virtual learning environments: Perception of students of the Preschool Professional Practice at UNED, Costa Rica. Innovaciones Educativas [online]. 2024, vol.26, n.41, pp.78-89. ISSN 2215-4132.  http://dx.doi.org/10.22458/ie.v26i41.5034.

The health crisis caused by the COVID-19 led to adaptations in pedagogical mediation so that stu- dents could continue virtually. Now the question arises whether the strategies used by teachers for pedagogical mediation facilitate pedagogical links in the process of preschool professional practice of the Universidad Estatal a Distancia (UNED) mediated virtually. The research was conducted using a qualitative approach, and self-ad- ministered questionnaires and learning diaries, which were applied to the student population and teachers of the practicum. The results show that the strategies used for this training process promote the pedagogical link and are directly related to the way of mediation, specifically with the intentionality of the initial training process in the practicum. The most significant result shows that in environments where pedagogical links occur, the teacher sees students as active subjects, provides spaces for students to find their own voices, and there is trans- cendence between students and the object of learning, recognizes students as subjects in a social context and generates a relationship based on respect and recognition of the other.

Palavras-chave : Learning; online learning; higher education; university student; teaching profession.

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