Learning environment, digital technology and initial teachers training

Angélica Monteiro, Rita Barros

Abstract


Technological advances require a flexible curriculum adapted to the new realities and challenges imposed to society and to education, in particular to current and future teachers. The initial teachers training constitutes an initial opportunity for socialization with the teaching profession and, in this sense, has to meet the profile of the student of the XXI century. However, there is a mismatch between the approach and contents of digital technologies and the needs for integrated, comprehensive and articulated training, as referred to in the ICT competency framework (UNESCO, 2011), and the curriculum for teacher training in media literacy and information literacy (Wilson et al., 2013). The aim of this exploratory article is to contribute to the state of the art about learning environments using digital technologies in the initial teacher training (methodological options, resources, theoretical reference, ...) based on a systematic literature review of 17 recent articles (2016-2017) from different countries. The main results point to a tendency to value the "testing" and application of theoretical models and the use of certain new or innovative digital technologies through observations, open questionnaires and pre-defined scales. At the same time, it was verified that the personal and professional development aspects of the future teachers, as well as the pedagogical relation, are not the research paper’s privileged focus. This work allows to conclude that the research follows the trend of the contexts of practice of initial teacher training, in which there is a disarticulation between theory and educational practices using digital technologies in a contextualized and meaningful way.

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DOI: https://doi.org/10.14571/brajets.v11.n4.564-580



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