UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain

IF 4.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of New Approaches in Educational Research Pub Date : 2022-01-15 DOI:10.7821/naer.2022.1.812

L. B. Espejo Villar, Luján Lázaro Herrero, Gabriel Álvarez López

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引用次数: 4

Abstract

This paper examines initial teacher training policies in the context of youth digitalisation. Based on international ICT competency frameworks for teachers (UNESCO, 2008, 2019) and information literacy, MIL (UNESCO, 2011), we analyse how Spanish (public and private) universities represent digital innovation, and the identity practices of young people, linked to hyperconnectivity. Focusing on initial training received by future secondary teachers, the sample was selected according to the criteria of non-presential learning (online, distance, blended) applied in the teacher training process. Results confirm ongoing deficiencies in critical teacher digitalisation management, highlighting certain asymmetries between the categories constructed. Data reveals the prevalence of intervention more geared towards formal knowledge than towards decoding digital grammar (which is how digitalisation is used in education). The paper concludes by advocating convergence strategies as a circular mechanism that must underpin all teacher training policies in the age of hyperconnectivity.

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教科文组织教师培训战略和数字政策:解构西班牙的创新

本文考察了青年数字化背景下的初始教师培训政策。基于教师的国际ICT能力框架(教科文组织，2008年，2019年)和信息素养，MIL(教科文组织，2011年)，我们分析了西班牙(公立和私立)大学如何代表数字创新，以及与超连接相关的年轻人的身份实践。重点关注未来中学教师接受的初始培训，根据教师培训过程中应用的非在场学习(在线、远程、混合)标准选择样本。结果证实了关键教师数字化管理的持续不足，突出了所构建类别之间的某些不对称。数据显示，干预的普遍程度更多地是针对正式知识，而不是解码数字语法(这就是数字化在教育中的应用方式)。最后，本文主张将融合策略作为一种循环机制，在超连接时代必须支撑所有教师培训政策。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of New Approaches in Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.80

自引率

4.40%

发文量

审稿时长

4 weeks

期刊介绍： NAER seeks academic articles on educational sciences based on innovative experiences which can contribute the development of the educational sciences in any of their manifestations and provide new approaches to teaching as a response to the deep changes our society is going through.