Teaching-Learning Dynamics in the Virtual Modality Implemented in the Training of Intercultural Bilingual Teachers (Phase 1)

This project focuses on analyzing the teaching-learning dynamics adopted in the virtual modality for the continuing education of intercultural bilingual teachers (EIB), offered by the Salesian Polytechnic University. The study arose from the transition from a first semi-presential version to a second, fully virtual edition of the course "Ancestral Knowledge for Intercultural Bilingual Teaching," aiming to mitigate mobilization issues and optimize the use of digital technologies in the training process. The virtual implementation faced the challenge of technical diversity and heterogeneous levels of digital literacy among participants, who reside in areas with limited access to services and technology. The methodology employed was mixed-methods (quali-quantitative), including ethnography and interviews with key process actors and collaborating institutions. The fundamental purpose is to understand how learning and pedagogical mediation were managed under these specific conditions, addressing the access barriers that have historically affected EIB sectors in training programs.<br/><br/><b>Goal</b>: <br/>The main objective of this project is to determine and analyze the specific teaching-learning dynamics implemented in the virtual modality during the training of intercultural bilingual teachers.<br/><br/><b>Research lines</b>: <br/>Education, identity and knowledge