Weaknesses of ICT integration in the initial teacher education curriculum

被引:3
作者
Vieira, Cristiano Rogerio [1 ]
Pedro, Neuza [2 ]
机构
[1] Alameda Univ, Inst Educ,Univ Lisbon, UIDEF, Technol Enhanced Learning & Societal Challenges, P-1649013 Lisbon, Portugal
[2] Alameda Univ, Univ Lisbon, UIDEF, Inst Educ, P-1649013 Lisbon, Portugal
来源
COMPUTERS AND EDUCATION OPEN | 2023年 / 5卷
关键词
Curriculum; ICT skills; Higher education; Initial teacher education;
D O I
10.1016/j.caeo.2023.100150
中图分类号
TP39 [计算机的应用];
学科分类号
081203 ; 0835 ;
摘要
The article presents a Portuguese national study on integrating information and communication technologies (ICT) in initial teacher education courses (ITE), which sought to highlight to what extent ICT are presently considered in the training curriculum of future teachers. The study was developed on a documental corpus of 819-course syllabus sheets of 45 master's courses, which were analysed through a methodology supported by content analysis procedures. The results achieved were also put under analysis, considering the European Framework for Educators' Digital Competence (DigCompEdu), and a shy presence of technologies was identified in the analysed curricula. Regarding DigCompEdu, which functions as a common framework to be followed in the European Union, the results show that this is configured as another factor to be remedied in the context of integrating ICT in ITE in Portugal. Among the contributions that this study promotes is the finding of the reduced presence of ICT identified in the context under study, a reality familiar to several countries, which implies in curricular terms, initial teacher training is still ineffective in preparing teachers to meet the needs of today's digital society.
引用
收藏
页数:9
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