Initial Pedagogical Practices in Distance Education: State of the Question

Abstract

Objective: This article provides an overview of the state of the art regarding the interrelationship between initial pedagogical practice, teacher training, and distance education, based on a literature review of the scientific production over the past eight years. The central question guiding this review is: What aspects characterize the existing scientific production on initial pedagogical practices in the context of distance education?

Originality: The study allowed for the consolidation of a theoretical, practical, and reflective background on teacher training in the context of distance education, where aspects such as professional identity, teaching vocation, reflective practice, and professional development help to comprehend the essence and significance of pedagogical practice.

Method: a systematic bibliographic review of scientific production, with the following central categories: initial pedagogical practice, distance education, and teacher training, based on the search, selection, analysis, and synthesis to build a state of the question. 

Information Strategies/Data Collection: An equation defining the period from 2014 to 2022 was formulated. Searches were conducted in databases such as Scopus, Publindex, Redalyc, and Google Scholar, resulting in 123 documents. Exclusion criteria were applied to compile a corpus of 61 files.

Conclusions: The article consolidates the following elements: 1) identification of the document corpus, 2) analysis of theoretical trends, and 3) implemented methodological guidelines. As a result, we demonstrate the need to understand the essence and significance of initial pedagogical practices in initial training in distance education within a Bachelor's degree program in Education Studies in Colombia.