dc.creator | Martín Gutiérrez, Ángela | es |
dc.creator | Díaz Noguera, María Dolores | es |
dc.creator | Hervás Gómez, Carlos | es |
dc.creator | Morales Pérez, Gloria Luisa | es |
dc.date.accessioned | 2022-11-03T08:32:04Z | |
dc.date.available | 2022-11-03T08:32:04Z | |
dc.date.issued | 2022-11-01 | |
dc.identifier.citation | Martín Gutiérrez, Á., Díaz Noguera, M.D., Hervás Gómez, C. y Morales Pérez, G.L. (2022). Models of Future Teachers’ Adaptation to New Post-Pandemic Digital Educational Scenarios. Sustainability, 14, 14291. https://doi.org/10.3390/su142114291. | |
dc.identifier.issn | 2071-1050 | es |
dc.identifier.uri | https://hdl.handle.net/11441/138648 | |
dc.description.abstract | The aim of this study was to determine the post-pandemic learning adaptation scenarios
from the perspective of university students from the Faculty of Education Science of the University
of Seville (Spain) as a function of the competencies identified in the context of digital transformation.
This was a non-experimental, descriptive study that used a short version of the Scale of Attitudes
on the Perceptions of Future Teachers toward the New Post-pandemic Educational Scenarios
(SANPES). The sample consisted of 972 students of the University of Seville (Spain) (72% women,
28% men), registered in the academic year 2021–2022. A cluster analysis was performed, using a
hierarchical procedure (dendrogram), followed by a non-hierarchical procedure (k-means algorithm).
The results show significant differences in the responses of the university students. Conclusions:
progressive models or scenarios of adaptation to post-pandemic learning based on some student
competencies, such as motivation, collaboration, self-learning and digital methodology: (a) initial
adaptation model, (b) moderate adaptation model, and (c) advanced adaptation model. | es |
dc.format | application/pdf | es |
dc.format.extent | 15 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | Sustainability, 14, 14291. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Post-pandemic | es |
dc.subject | Higher education | es |
dc.subject | Digital competence | es |
dc.subject | Motivation | es |
dc.subject | Collaboration | es |
dc.subject | Digital methodology | es |
dc.title | Models of Future Teachers’ Adaptation to New Post-Pandemic Digital Educational Scenarios | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Teoría e Historia de la Educación y Pedagogía Social | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica y Organización Educativa | es |
dc.relation.publisherversion | https://doi.org/10.3390/su142114291 | es |
dc.identifier.doi | 10.3390/su142114291 | es |
dc.journaltitle | Sustainability | es |
dc.publication.volumen | 14 | es |
dc.publication.initialPage | 14291 | es |