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Initial training of teachers of basic education in Chile: Reflections and analysis of the ict curriculum guidelines [Formación inicial del profesorado de educación básica en Chile: Reflexiones y análisis de las orientaciones curriculares en tic]

dc.contributor.authorDel Prete A.
dc.contributor.authorHuerta Z.
dc.contributor.authorEnrique L.
dc.date.accessioned2020-09-02T22:16:13Z
dc.date.available2020-09-02T22:16:13Z
dc.date.issued2016
dc.identifier.citation36, 99, 91-108
dc.identifier.issn07989792
dc.identifier.urihttps://hdl.handle.net/20.500.12728/4241
dc.descriptionThe Educational Goals for 2021 for Latin America raise with urgency the necessity of integrating ICTs into the curriculum, evaluating their impact and, at the same time, training the teaching staff and spreading ICT-based innovative pedagogical practices. Acknowledging the strategic role of the training of prospective teachers in this process, this article intends to analyze and reflect on curriculum orientations in the field pertaining to the initial training of primary school teachers in Chile. In order to do that, we analyzed the curricula and study programs of several Primary Education university courses, and compared them to the professional standards proposed by Krumsvik's teacher digital skills model (2008). The curriculum orientations that are followed focus on the assimilation of specific ICT topics, which foster the development of basic computer skills and teaching tools, with scant attention given to permanent learning skills and ethical-social dimensions.
dc.language.isoes
dc.publisherUniversidad Central de Venezuela
dc.subjectCurriculum guidelines
dc.subjectDigital Skills
dc.subjectEducational technology
dc.subjectInitial training
dc.subjectProfessional standards
dc.titleInitial training of teachers of basic education in Chile: Reflections and analysis of the ict curriculum guidelines [Formación inicial del profesorado de educación básica en Chile: Reflexiones y análisis de las orientaciones curriculares en tic]
dc.typeArticle


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