Educational virtualization model in initial teacher training

As a consequence of social isolation the initial teacher training institutions had to establish a recovery plan in the remote mode to guarantee the continuity of their professional careers. The objective of this article is to build a theoretical modeling of educational virtualization from the holistic dialectical method that allows to support new strategies in initial teacher training. The results obtained allowed an epistcmic construct of the initial scientific categories and their resignification as configurations dimensions and link of a new theoretical model. It is concluded that the formative model of the dynamics of educational virtualization in IDF is composed of ten related configurations that are expressed in three dimensions: the technological contextual dimension the sociocultural axiological dimension and the pedagogical praxiological dimension. The dimensions mentioned in a new succession of synthesis that are expressed in the teaching competence of educational virtualization constitutes the link of the model id a higher stage.