Abstract

Introduction: Initial teacher training has faced significant challenges in shaping professional meaning in recent years. Objective: To analyze the experiences of pedagogical practices carried out in contexts of uncertainty upon returning to in-person classes, within the framework of post-pandemic professional practices at a regional university in Chile. Methodology: The study was developed from an interpretive paradigm and qualitative methodology, with interviews and focus groups with Physical Education (PE) pedagogy students undergoing practical training, who experienced virtual and in-person training changes. Results: There is a gap between training expectations and the reality of current teacher training programs because they are perceived as far removed from the real needs of a highly complex school system. Discussion: Practice experiences are perceived as having difficulties in pedagogical connections and professional learning. The areas in which students perceive themselves as less prepared relate to addressing special educational needs and managing students' low emotional self-regulation. They also highlight the importance of developing social skills to establish meaningful pedagogical connections, both in face-to-face and virtual contexts. Conclusions: Initial teacher training requires adaptations to align training expectations with the real demands of the school system, focusing on the development of socio-emotional skills and addressing diversity. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.