Abstract
In Portugal, the legal framework for Initial Teacher Education stipulates that MA programs must cover the following five domains: (i) Subject Area, (ii) General Educational Sciences, (iii) Subject Didactics, (iv) Socio-Cultural Content and (v) Pre-Service Training. Given that Educational Technologies are not explicitly included, Higher Education Institutions can decide whether to offer ICT training or not, contradicting the widely-held view that Educational Technologies should be an integral component of Initial Teacher Education. The goal of this paper will be to investigate how the Portuguese legal framework has had an impact on the inclusion of ICT in Initial Teacher Education. We will analyse a wide range of MA Programs currently being offered at Portuguese universities (for Initial Teacher Education in Middle and Secondary Education) and provide evidence which shows that universities are failing to provide pre-service teachers the necessary training to help them embrace Educational Technologies in their future teaching practice.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Brush, T., Glazewski, K., Rutowski, K., Berg, K., Stromfors, C., Van-Nest, M.H.: Integrating technology into a field-based teacher training program. Educ. Technol. Res. Dev. 51, 57–72 (2003)
Caena, F.: Initial teacher education in Europe: an overview of policy issues. Directorate-General for Education and Culture. ET2020 WGroup on Schools Policy (2014). http://ec.europa.eu/education/policy/strategic-framework/expert-groups/documents/initial-teacher-education_en.pdf. Accessed 16 Feb 2016
Dudeney, G.: The Internet and the Language Classroom: A Practical Guide for Teachers. CUP, Cambridge (2007)
Eurydice: Key Data on Learning and Innovation through ICT at School in Europe. Brussels: EACEA (2011). http://eacea.ec.europa.eu/education/eurydice/key_data_en.php. Accessed 16 Feb 2016
Hockly, N.: Designer learning: the teacher as designer of mobile-based classroom learning experiences (2013). http://www.tirfonline.org/english-in-theworkforce/mobile-assisted-languagelearning/. Accessed 15 Mar 2016
Kay, R.H.: Evaluating strategies used to incorporate technology into preservice education: a review of the literature. J. Res. Technol. Educ. 38(4), 383–408 (2006)
Kirschner, P., Selinger, M.: The state of affairs of teacher education with respect to information and communications technology. Technol. Pedagogy Educ. 12(1), 5–18 (2003)
Koehler, M., Mishra, P.: What is technological pedagogical content knowledge (TPACK)? Contemp. Issues Technol. Teacher Educ. 9(1), 60–70 (2009)
Kukulska-Hulme, A., Norris, L., Donohue, J.: Mobile pedagogy for English language teaching: a guide for teachers. London: British Council (2015). http://englishagenda.britishcouncil.org/research-papers/mobilepedagogy-english-language-teaching-guide-teachers. Accessed 5 Feb 2016
Ottenbreit-Leftwich, A., Glazewski, K., Newby, T., Ertmer, P.: Teacher value beliefs associated with using technology: addressing professional and student needs. Comput. Educ. 55, 1321–1335 (2010)
Rizza, C.: ICT and Initial Teacher Education: National Policies. OECD Education Working Papers, No. 61. OECD Publishing (2011). http://www.oecd-ilibrary.org/education/ict-and-initial-teacher-education_5kg57kjj5hs8-en. Accessed 16 Feb 2016
Sang, G., Valcke, M., van Braak, J., Tondeur, J.: Student teachers’ thinking processes and ICT integration: predictors of prospective teaching behaviors with educational technology. Comput. Educ. 54, 103–112 (2010)
Tondeur, J., Braak, J., Fisser, P., Ottenbreit-Leftwich, A.: Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Comput. Educ. 59(1), 134–144 (2012)
UNESCO ICT Competency Framework for Teachers (2011). http://unesdoc.unesco.org/images/0021/002134/213475E.pdf. Accessed 16 Feb 2016
UNESCO ICT Competency Framework for Teachers - Guidelines on Adaptation (2013). http://iite.unesco.org/pics/publications/en/files/3214726.pdf. Accessed 16 Feb 2016
Voogt, J., Knezek, G., Cox, M., Knezek, D., Ten Brummelhuis, A.: Under which conditions does ICT have a positive effect on teaching and learning? a call to action. J. Comput. Assist. Learn. 29(1), 4–14 (2013)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this paper
Cite this paper
Luís, A.R. (2017). ICT Training and Pre-service Teachers: Embracing the Challenge at Master’s Level. In: Rocha, Á., Correia, A., Adeli, H., Reis, L., Costanzo, S. (eds) Recent Advances in Information Systems and Technologies. WorldCIST 2017. Advances in Intelligent Systems and Computing, vol 571. Springer, Cham. https://doi.org/10.1007/978-3-319-56541-5_36
Download citation
DOI: https://doi.org/10.1007/978-3-319-56541-5_36
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-56540-8
Online ISBN: 978-3-319-56541-5
eBook Packages: EngineeringEngineering (R0)