Phenomenography of Facebook Groups as Innovation in Postgraduate Training at the National School for Kindergarten Teachers
Abstract
The study carried out reports an experience of educational innovation mediated by the use of Facebook groups in postgraduate training at the National School for Kindergarten Teachers, particularly seeking to explore and describe the experiences of postgraduate students around to the Closed Facebook Groups as mediators of their training process during the distance educational work and the return to face-to-face, the methodology used was phenomenographic and the findings pointed towards the recognition and appreciation of the social network Facebook as an innovative tool, flexible and with wide training potential in the formal and informal educational field from the perspective of the actors involved in the documented educational experience at the dawn of the 21st century and within the framework of the Information and Knowledge Society.
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