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

  1. L. Belén Espejo Villar 1
  2. Luján Lázaro Herrero 1
  3. Gabriel Álvarez-López 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revue:
NAER: Journal of New Approaches in Educational Research
  1. Muñoz Rodríguez, José Manuel (coord.)
  2. Pessoa, Teresa (coord.)

ISSN: 2254-7339

Année de publication: 2022

Titre de la publication: Youth and Screens in the Age of Hyperconnectivity. Educational Practices, Challenges and Opportunities

Volumen: 11

Número: 1

Pages: 15-30

Type: Article

DOI: 10.7821/NAER.2022.1.812 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: NAER: Journal of New Approaches in Educational Research

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Résumé

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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