Inclusive Teacher Education in Face-to-Face and Virtual Modalities: A Case Study through the Lens of Critical Pedagogy and the Preventive System

Abstract

This study explores how the integration of Latin American Critical Pedagogy and Don Bosco’s Preventive System strengthens inclusive teacher education in Early Childhood Education students at the Universidad Politécnica Salesiana, Guayaquil campus. In a context of structural inequality and exclusionary practices, the research examines pedagogical approaches that combine social critique with affective support. A qualitative multiple case study design was used to analyze two natural cohorts enrolled in the course “Cátedra Integradora” in two different formats: face-to-face (Period 64) and virtual (Period 65). A total of 29 students were selected through purposive sampling. Data collection included digital portfolio analysis, structured observation, semi-structured interviews, and focus groups, using platforms such as Google Sites, Padlet, and Zoom. Data were analyzed through thematic analysis (Braun & Clarke, 2006), applying the rigor criteria proposed by Guba and Lincoln (1989). Findings reveal that both pedagogical models offer complementary strengths: Critical Pedagogy promotes reflective and transformative thinking, while the Preventive System emphasizes emotional support, structure, and trust-based relationships. The face-to-face modality encouraged empathy and collaborative practice, whereas the virtual format enhanced critical reflection and technological creativity. Participants valued both modalities, suggesting that hybrid approaches may offer enriched and holistic training experiences. In conclusion, inclusive teacher education benefits from integrating critical, emotional, and technological dimensions. The study contributes to designing ethical, contextualized learning environments and promotes hybrid teacher education models grounded in social justice, affective pedagogy, and innovation.