Building A Training Model For The Digital Competence Of Future Teachers In Catalonia

Author(s):

Sara Carrasco Segovia(submitting)Maria Domingo-Coscollola(presenting)Alejandra Bosco Joan-Anton Sanchez-Valero

Conference:

ECER 2017

Network:

16. ICT in Education and Training

Format:

Poster

Session Information

16 SES 04.5 PS, General Poster Session

General Poster Session

Time:

2017-08-23

12:00-13:30

Room:

W4.corridor (Poster Area)

Chair:

Contribution

This poster arises from the “Interuniversity proposal for initial training of teachers in digital technologies” project, in which the nine public and private Catalan universities took part, which award teacher-training degrees. This project arises from a need and a major concern: teacher-training students do not receive adequate training in terms of digital technologies (Aguaded-Gómez, 2009; Paredes, Guitert and Rubia, 2009; Herrada and Herrada, 2011; Losada, Valverde and Correa, 2012).

The hypothesis governing this project is that the passing from a mandatory subject in the old teacher’s diplomas for all the universities, New Technologies Applied to Education, to a transversal approach in the different subjects of the current teacher training degrees, is not producing the expected results (Sancho, Ornellas, Sánchez, Alonso and Bosco, 2008). This hypothesis is sustained by two problems. On the one hand, digital technologies are dealt with very differently in each of the study plans of the Catalan universities; and on the other hand, the options for transversal treatment of these technologies has resulted in the teaching staff who give the different subjects providing an unequal treatment of digital technologies (Sancho, Bosco, Alonso and Sánchez, 2015; Ornellas, Sánchez, Fraga and Domingo, 2015).

From this standpoint, the aim of this project is to elaborate an Interuniversity proposal of initial teacher training regarding digital technologies, taking into account previous references and research into this field of study; the competencies established in the Interdepartmental Project of Teacher Digital Competence of the Education Department (PICDD); the current study plans and subjects linked to the digital technologies of teaching degrees; the information relating to the stays of university teachers in foreign teacher-training centers and the practice undertaken by the different educational institutions.

Taking into account all the above, this poster aims to specifically incorporate the results obtained in both the first and second stage of the project. In other words, through the revision of teacher digital competences (TDC) present in the study plans of the participating universities and the collection of information obtained in discussion groups. With this in mind, we propose a visual map that is made up of two segments.

The first of these will represent the first results obtained from the revision and analysis of the study plans of the nine universities in teacher-training degrees for infant and primary teachers, determining the presence of teacher digital competencies established at a general level in all the universities and mandatory subjects linked to digital technologies. These digital competences were previously defined in the PICDD and grouped into five major dimensions: 1) Design, planning and didactic implementation; 2) Organisation and management of digital spaces and resources; 3) Communication and collaboration; 4) Ethics and digital civic behavior; 5) Professional development.

The second segment will show the results obtained from the opinions compiled in four focus groups (Ibáñez, 1979; Greenbaum, 2000), the aim of which was to find out what training needs exist in relation to digital technologies in both teacher-training degrees. The groups were formed in the following way: 1) teachers’ associations in Catalonia; 2) working referent teachers in relation to the digital technologies; 3) teacher-training students from the nine Catalan universities; 4) university lecturers who have undertaken stays abroad to study the different modes of initial teacher training.

Method

This project has five stages to be completed in two years, of which the first two are explained in the poster, each of them presented in a fragment of the visual map. The first stage has two objectives: 1) to analyse diverse previous references and research relating to initial teacher training in digital technologies; 2) revise the digital competences present in the current study plans of the Catalan universities in teacher-training degrees in primary and infant education. For the second objective, the following methodological actions will be undertaken: 1) revision of the competencies established in the PICDD; 2) elaboration of tables by universities to visualise the presence of digital competences, their analysis and later interpretation. In relation to these actions, each university will elaborate two tables corresponding to the Infant and Primary Teaching degrees that would enable them to reveal the TDC presence in the diverse mandatory subjects of their study plans. From the analysis and interpretation of the results of these tables, focusing on the presence of subjects linked to the different dimensions and indicators of the TDC, the first fragment of the visual map will be produced. The aim of the second stage was to compile the opinion of teachers’ associations, working teachers and teacher-training students (primary and infant degrees) regarding the training needs linked to digital technologies. Further, to collect information relating to the stays of university lecturers in foreign teacher-training centers. To achieve this, four focus groups were organised simultaneously in the University of Barcelona, the results of which were compiled through direct observation, audio and video recording and later transcription of the data. This stage corresponds to the second fragment of the map. In relation to the map, we use it as an artistic resource and a visual representation that helps us increase the capacity for reflection, learn the multiplicity of the object of study and generate knowledge (Paulston, 2001). As a visual resource to produce it differently sized circular shapes were used to represent each category and generate networks between the most diverse universities by way of interconnected structures. Finally, the methodology of this poster combines textual analysis and visual mapping to produce it.

Expected Outcomes

The ultimate aim of the project is to reach a consensus for change in initial teacher training in relation to digital technologies. This is why the participation in the project of lecturers from all the universities who gives teacher-training degrees features as a strong point in terms of the impact of the proposal. Additionally, to make its application possible seminars will be held with the heads of academic policy of universities and governmental educational policies. Regarding the results, the analysis and interpretation of the presence of TDC reveals: 1) that the presence of subjects linked to each of the five dimensions of TDC is less in the Infant Education degree than in the Primary Education degree; 2) that in the two degrees (Infant and Primary Education degree) as a whole there are two dimensions that stand out: Design, planning and didactic implementation, and Communication and collaboration; 3) that the dimensions with less presence are: Organisation and management of digital spaces and resources, Digital ethics and civic behavior, and Professional development. In relation to the discussion groups, it is expected that these can complement: 1) the detection and priority of the training needs established in the PICDD; 2) the specific actions to implement these needs, established in the work group about TDC of the governmental project for improvement in the initial teacher training (MIF). To publicise the project, there will be at least four presentations in congresses and three magazine articles. Two seminars will also be organised in relation to the initial proposal of training models. All the information and publicity of the project will be available in a web space, which will include this proposal so that the members of the educational community can make contributions and make it better.

References

Aguaded‐Gómez, I. (2009). Miopía en los nuevos planes de formación de maestros en España: ¿Docentes analógicos o digitales? Comunicar, 33(17), 7‐8. doi: 10.3916/c33-2009-00-001 Greenbaum, T. (2000). Moderating Focus Groups. Thousand Oaks, CA: Sage. Herrada, R. I., & Herrada, G. (2011). Adaptación de los estudios de magisterio al EEES: Las TIC en los nuevos planes de estudio. Edutec‐e. Revista electrónica de Tecnología Educativa, (36). Recovered from http://www.edutec.es/revista/index.php/edutec-e/article/view/405 Ibáñez, J. (1979). Más allá de la sociología. Madrid, Spain: Siglo XXI Losada, D., Valverde, J., & Correa, J. M. (2012). La tecnología educativa en la universidad pública española. PixelBit: Revista de medios y educación, 41, 133-148. Ornellas, A., & Sánchez, J. A. (2008). Una mirada hacia la formación del profesorado en Tecnologías de la Información y la Comunicación en Cataluña. Diálogos. Educación y formación de personas adultas, 55(II), 49-62. Ornellas, A., Sánchez, J. A., Fraga, L., & Domingo, L. (2015). Políticas y prácticas en la formación permanente del profesorado en TIC en Cataluña. Revista Electrónica Interuniversitaria de Formación del Profesorado, 18(3), 83-96. doi: 10.6018/reifop.18.3.190271 Paredes, J, Guitert M., & Rubia B. (2015). La innovación y la tecnología educativa como base de la formación inicial del profesorado para la renovación de la enseñanza. Revista Latinoamericana de Tecnología Educativa, 14(1), 101-114. Paulston, R. (2001). El espacio de la educación comparada y el debate sobre el posmodernismo. Propuesta Educativa, 10(23), 18-31. Sancho, J. M.; Ornellas, A.; Sánchez, J. A.; Alonso, C. & Bosco, A. (2008). La formación del profesorado en el uso educativo de las TIC: una aproximación desde la política educativa. Praxis Educativa, 12(12), 10-21. Sancho, J. M., Bosco, A., Alonso, C., & Sánchez, J. A. (2015). Formación del profesorado en Tecnología Educativa: de cómo las realidades generan los mitos. Revista Latinoamericana de Tecnología Educativa, 14(1), 17-29.

Author Information

Sara Carrasco Segovia (submitting)

University of Barcelona

Santiago

Maria Domingo-Coscollola (presenting)

UB - UIC

Education

Sabadell

Alejandra Bosco

Universitat Autònoma de Barcelona (UAB), España

Joan-Anton Sanchez-Valero

Universitat de Barcelona

Barcelona

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