UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain
نویسندگان
چکیده
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 2011), we analyse how Spanish (public private) universities represent digital innovation, identity practices young people, linked to hyperconnectivity. Focusing received by future secondary teachers, sample was selected according criteria non-presential learning (online, distance, blended) applied process. Results confirm ongoing deficiencies critical digitalisation management, highlighting certain asymmetries between categories constructed. Data reveals prevalence intervention more geared towards formal knowledge than decoding grammar (which is used education). The concludes advocating convergence strategies as a circular mechanism that must underpin all age
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ژورنال
عنوان ژورنال: Journal of New Approaches in Educational Research
سال: 2022
ISSN: ['2254-7339']
DOI: https://doi.org/10.7821/naer.2022.1.812