In first pers@n: public ICT teacher training policies in Argentina
This article presents an approach to some representations about public policies for the inclusion of ICT in Education based on the results of 106 surveys and 23 interviews carried out with authorities, teachers, tutors and graduates of the Specialization in "Educación y TIC” (INFD, Ministerio d...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
2019
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/vesc/article/view/24915 |
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| Sumario: | This article presents an approach to some representations about public policies for the inclusion of ICT in Education based on the results of 106 surveys and 23 interviews carried out with authorities, teachers, tutors and graduates of the Specialization in "Educación y TIC” (INFD, Ministerio de Educación de la Nación, Argentina) all over the country and are part of a more abaractive study that also analices the regulations in which it is framed. With some differences, depending on age, province of residence, labour adscription (Secondary, Special or Teacher Training), seniority in teaching and basic discipline, most of them agree on that professional development could only be possible with a State that articulates and guarantee that policies. |
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