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

Autor/inn/en	Espejo Villar, L. Belén; Lázaro Herrero, Luján; Álvarez-López, Gabriel
Titel	UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain
Quelle	In: Journal of New Approaches in Educational Research, 11 (2022) 1, S.15-30 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Espejo Villar, L. Belén) ORCID (Lázaro Herrero, Luján) ORCID (Álvarez-López, Gabriel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Teacher Education; Educational Policy; Policy Analysis; Information Technology; Technological Literacy; Information Literacy; Universities; Secondary School Teachers; Online Courses; Distance Education; Blended Learning; Intervention; Grammar; Technology Uses in Education; Foreign Countries; Educational Innovation; Teaching Methods; International Organizations; Spain + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Politikfeldanalyse; Informationstechnologie; Technisches Wissen; Informationskompetenz; University; Universität; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Grammatik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; International organisation; International organisations; International organization; Internationale Organisation; Spanien
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. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01