Resumo

CABRERA BORGES, Claudia et al. Digital Technologies: Analysis of initial teacher training programmes in Uruguay. Cuad. Investig. Educ. [online]. 2018, vol.9, n.2, pp.13-32. ISSN 1510-2432.  https://doi.org/10.18861/cied.2018.9.2.2858.

The following article presents a historical and comparative analysis of the latest Programmes and syllabi in Initial Teacher Training (ITT) for high school teachers in Uruguay, focusing on the role assigned to digital technologies (DT). It is worth mentioning that this work has been carried out within the frame of a research project that seeks to find out the possibilities, advantages, and limitations of the integration of technology when reflecting upon the practices developed by both student teachers and in-service teachers. On this occasion, a documentary analysis has been chosen to examine the 2005 and 2008 ITT Programmes. With reference to the 2005 Programme, 151 syllabi corresponding to subjects in the different faculties were reviewed; whereas regarding the 2008 Programme, 238 curricular documents were analysed. Among other findings, the study of the data gathered evidences the following: a relative setback between the current Programme (2008) and the previous one; the absence of common criteria in relation to the place assigned to DT in the subject syllabi of the different faculties; and, irregular references in the Initial Teacher Training as for the connections between the subject Information and Communication Technology and the other subjects. In the context herein described, a deep reflection is made about the key aspects to be considered when making decisions that allow for the genuine inclusion of DT in the ITT.

Palavras-chave : teacher training; digital competencies; curricular change; programmes and syllabi; digital technologies.

        · resumo em Espanhol     · texto em Espanhol     · Espanhol ( pdf )