<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202023000300297</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Success factors for educational virtualization in initial teacher training]]></article-title>
<article-title xml:lang="es"><![CDATA[Factores de éxito para la virtualización educativa en la formación inicial docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Atúncar-Prieto]]></surname>
<given-names><![CDATA[Carlos A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco-Rolfes]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rolfes-Brak de Franco]]></surname>
<given-names><![CDATA[Lisa Margaretha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Superior Pedagógico Paulo Freire  ]]></institution>
<addr-line><![CDATA[ Lima]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>3</numero>
<fpage>297</fpage>
<lpage>311</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202023000300297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202023000300297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202023000300297&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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; massification 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El efecto pos pandémico COVIT 19 revela la necesidad de fortalecer la formación inicial docente (FID) en y desde entornos virtuales. La presente investigación se contextualiza en el Instituto Superior Pedagógico de Lima Norte en Perú .Su objetivo fue diagnosticar el estado actual de la ( FID) e identificar los factores que dinamizan esta formación a través de la virtualización educativa para establecer una propuesta de mejora .Se desplego un enfoque metodológico mixto con un diseño concurrente que permitió la aplicación de una encuesta a 60 estudiantes (docentes en formación inicial y 20 formadores de estos futuros docentes ;asi como un grupo focal con informantes claves :6 estudiantes y 8 formadores. Los resultados muestran la percepción de un alto nivel de FID 86%alto en estudiantes y 90%en profesores el análisis de contenido cualitativo revelo los siguientes factores de éxito de la virtualización educativa para la formación inicial docente: facilitar el acceso a la tecnología, formación en línea y redes de aprendizaje, articulación en la praxis pedagógica docente, generar oportunidades para reducir la brecha digital ,capitalización del aprendizaje ,masificación de la transformación digital. Con base en lo anterior se propone un modelo de virtualización educativa, concretado de manera practica en una estrategia educativa para desarrollar la formación inicial docente.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Educational virtualization]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[curriculum planning]]></kwd>
<kwd lng="en"><![CDATA[Digital tools]]></kwd>
<kwd lng="en"><![CDATA[Virtual tutors]]></kwd>
<kwd lng="en"><![CDATA[Feedback]]></kwd>
<kwd lng="es"><![CDATA[Docente]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial docente]]></kwd>
<kwd lng="es"><![CDATA[Virtualización educativa]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Planeamiento curricular]]></kwd>
<kwd lng="es"><![CDATA[Herramientas digitales]]></kwd>
<kwd lng="es"><![CDATA[Tutorial virtual]]></kwd>
<kwd lng="es"><![CDATA[Retroalimentación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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