Integração das TICS na formação inicial de professores: percepções dos futuros professores

Neuza Pedro; Cristiano Rogério Vieira; Cassio Santos

doi:10.22633/rpge.v29i00.20549

Authors

Neuza Pedro Universidade de Lisboa https://orcid.org/0000-0001-9571-8602
Cristiano Rogério Vieira Universidade de Lisboa https://orcid.org/0000-0002-1192-8387
Cassio Santos Universidade de Lisboa https://orcid.org/0000-0002-1402-2978

DOI:

https://doi.org/10.22633/rpge.v29i00.20549

Keywords:

Digital competences, DigCompEdu, Initial teacher education, Information and communication technologies, ICT

Abstract

This article presents a study on the integration of Information and Communication Technologies (ICT) in initial teacher education in Por-tugal. The aim was to examine, from the perspective of student teachers, whether ICT is embedded in the curriculum, in the institution’s physical and digital infrastructure, and whether consideration is given to the European Framework for the Digital Competence of Educators (DigCompEdu). The methodology involved administering an online questionnaire to 182 stu-dents in the final years of their master’s programmes in teaching. Data were analysed using a quantitative, cross-sectional descriptive approach. The results indicate that prospective teachers positively evaluate the ICT--related knowledge acquired and feel confident in applying it in their future teaching practice. With regard to DigCompEdu, participants perceive its presence in the curricula of their courses. It is concluded that, despite some weaknesses, initial teacher education in Portugal has been preparing futu-re educators to engage in ICT-supported teaching and learning processes, in line with the DigCompEdu framework.

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Author Biographies

Neuza Pedro , Universidade de Lisboa

Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF), Instituto de Educação (IE), Universidade de Lisboa (ULisboa), Lisboa, Portugal. Professora Auxiliar com Agregação e Investigadora na área de Currículo, Formação de Professores e Tecnologia.

Cristiano Rogério Vieira, Universidade de Lisboa

Instituto de Soldadura e Qualidade (ISQ). Doutor em educação pelo Instituto de Educação da Universidade de Lisboa. Atua como gestor de projetos europeus na área de formações e qualificações.

Cassio Santos, Universidade de Lisboa

Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF), Instituto de Educação (IE), Universidade de Lisboa (ULisboa), Lisboa, Portugal. Professor Auxiliar Convidado e Investigador na área de Currículo, Formação de Professores e Tecnologia.

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