SUCCESS FACTORS FOR EDUCATIONAL VIRTUALIZATION IN INITIAL TEACHER TRAINING

The post-pandemic COVID-19 effect reveals the need to strengthen Initial Teacher Education (ITE) in and from virtual environments. The present research is contextualized in a Higher Pedagogical Institute of Northern Lima in Peru. Its objective was to diagnose the current state of ITE and to identify factors that dynamize this training through educational virtualization to establish a proposal for improvement. A mixed methodological approach was deployed, with a concurrent design that allowed the application of a survey to 60 students (teachers in initial training) and 20 trainers of these future teachers; as well as a focus group with key informants: 6 students and 8 trainers. The results show the perception of a high level of ITE (86.7% high in students and 90% high in teachers). The qualitative content analysis revealed the following success factors of educational virtualization for initial teacher training: facilitating access to technology, online training and learning networks, articulation in the pedagogical teaching praxis; generating opportunities to reduce the digital divide; capitalization of learning; massifica-tion of digital transformation. Based on this, a model of educational virtualization is proposed, concretized in a practical way in an educational strategy to develop initial teacher training.