Formación docente pospandemia e influencia en la autoeficacia de estudiantes en la universidad peruana

Abstract

Objective: To explain the influence of post-pandemic teacher training on the self-efficacy of education students at a Peruvian university. Methods: A quantitative, non-experimental, cross-sectional explanatory study was conducted with a sample of 210 students. A Likert-scale questionnaire was used to collect data. The variable "post-pandemic teacher training" was analyzed through the following dimensions: Curriculum, Teaching Material Resources, Virtual Learning, Teacher's Role, and Student's Role. For the variable "student self-efficacy," the Specific Perceived Self-Efficacy Scale for Academic Situations by David Palenzuela was adapted, encompassing the dimensions: Situation Expectation, Personal Expectation, Outcome Expectation, and Capability Expectation. Reliability was measured using Cronbach's Alpha test, yielding a reliability index of 0.897 for the independent variable and 0.949 for the dependent variable. Results: Post-pandemic teacher training had a significant and positive influence on the self-efficacy of participating students. Notable dimensions included Virtual Learning (69.5%) and Teaching Resources (59.0%). Additionally, 26.2% of students rated the teacher's role as high, highlighting the use of updated methodologies and digital awareness. Regarding the student's role, 31.4% emphasized active participation, autonomy, and the development of critical thinking. Conclusions: Post-pandemic teacher training significantly influenced student self-efficacy, fostering positive perceptions of educational quality and strengthening the academic and personal competencies of participants. © 2024, Editorial Ciencias Medicas. All rights reserved.