Prácticas Docentes en Contextos de Conectividad Limitada: Diseño de un Modelo Instruccional B-Learning para la Formación Docente en la Amazonía Colombiana

Abstract

Initial teacher training faces the challenge of articulating experiences of pedagogical practice with teaching modalities mediated by digital technologies, especially in territories where connectivity conditions limit continuous access to educational resources and scenarios. In this context, the study aimed to design a B-Learning instructional model to strengthen the teaching practices of students in training in a bachelor's degree program at the University of Amazonia, Colombia. Qualitative research was developed with a participatory action research approach, through direct observation, interviews, focus groups and documentary review, the results of which were subjected to triangulation processes. The analysis made it possible to identify pedagogical, technological and organizational needs associated with the development of directed practices, as well as conditions to articulate face-to-face and virtual components and work strategies with available resources in contexts of limited connectivity. Based on these findings, a B-Learning instructional model was structured aimed at favoring flexibility, pedagogical interaction, accompaniment and continuity of training processes. The results suggest that the incorporation of B-Learning in teaching practices requires overcoming a perspective focused exclusively on technological availability and moving towards a contextualized pedagogical design, capable of responding to the territorial and educational particularities of the Colombian Amazon.