Initial teacher education and contemporary demands : are there possibilities to build web curricula?

This article analyzes how students in on-site Physics, Chemistry and Biological Sciences courses at a public higher education institution in Brazil understand the integration of Information and Communication Technologies (ICT) into the school and how they feel about its preparation to carry out this...

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Autores principales: Rodrigues, Alessandra, Santana Rodrigues, Irene Raquel
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2023
Materias:
Tecnología educativa
Formación docente
Currículum
Enseñanza de las ciencias
Educational technology
Teacher training
Curriculum
Teaching of sciences
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/781
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
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record_format ojs
spelling I15-R208-article-7812025-02-23T21:28:51Z Initial teacher education and contemporary demands : are there possibilities to build web curricula? La formación inicial del profesorado y las demandas contemporáneas: ¿hay posibilidades de construcción de web currículos? Rodrigues, Alessandra Santana Rodrigues, Irene Raquel Tecnología educativa Formación docente Currículum Enseñanza de las ciencias Educational technology Teacher training Curriculum Teaching of sciences This article analyzes how students in on-site Physics, Chemistry and Biological Sciences courses at a public higher education institution in Brazil understand the integration of Information and Communication Technologies (ICT) into the school and how they feel about its preparation to carry out this integration in the pedagogical practice. It is qualitative research whose data come from a questionnaire and semi-structured interviews. The results indicate that although the undergraduates consider it possible and important to integrate TDIC into the curriculum, many do not feel prepared for it. The study also indicates the need for this preparation to take place throughout the curricular path and that the construction of web curricula in initial teacher education demands: exchange of experiences with colleagues and teacher trainers, contextualization and constant articulation between theory and practice, development of criticality in relation to TDIC and its role in education, experience of significant experiences of integrated use of these technologies in the initial training curriculum. Este artículo examina cómo estudiantes que asisten a cursos de pregrado en Física, Química y Ciencias Biológicas en una institución pública de educación superior en Brasil entienden la integración de las Tecnologías Digitales de la Información y la Comunicación (TDIC) en la escuela y cómo se sienten acerca de su preparación para llevar a cabo esta integración en la práctica pedagógica. Es una investigación cualitativa cuyos datos provienen de un cuestionario y entrevistas semiestructuradas realizadas a estudiantes de pregrados. Los análisis buscaron triangular los tres tipos de datos. Los resultados indican que, si bien el alumnado de pregrado considera posible e importante integrar el TDIC en el plan de estudios, muchas de las personas participantes del estudio no se sienten preparadas para ello. El estudio indica la necesidad de que esta preparación se dé a lo largo del recorrido curricular y que la construcción de web currículos en la formación inicial docente demanda: intercambio de experiencias con pares y formadores de docentes, contextualización y articulación constante entre teoría y práctica, desarrollo de la criticidad en relación al TDIC y su papel en la educación, experiencia de experiencias significativas de uso integrado de estas tecnologías en el currículo de formación inicial. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2023-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/781 10.35305/rece.v1i18.781 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 18 (2023) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/781/677 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/781/729 Derechos de autor 2022 Alessandra Rodrigues, Irene Raquel Santana Rodrigues https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Tecnología educativa
Formación docente
Currículum
Enseñanza de las ciencias
Educational technology
Teacher training
Curriculum
Teaching of sciences
spellingShingle Tecnología educativa
Formación docente
Currículum
Enseñanza de las ciencias
Educational technology
Teacher training
Curriculum
Teaching of sciences
Rodrigues, Alessandra
Santana Rodrigues, Irene Raquel
Initial teacher education and contemporary demands : are there possibilities to build web curricula?
topic_facet Tecnología educativa
Formación docente
Currículum
Enseñanza de las ciencias
Educational technology
Teacher training
Curriculum
Teaching of sciences
author Rodrigues, Alessandra
Santana Rodrigues, Irene Raquel
author_facet Rodrigues, Alessandra
Santana Rodrigues, Irene Raquel
author_sort Rodrigues, Alessandra
title Initial teacher education and contemporary demands : are there possibilities to build web curricula?
title_short Initial teacher education and contemporary demands : are there possibilities to build web curricula?
title_full Initial teacher education and contemporary demands : are there possibilities to build web curricula?
title_fullStr Initial teacher education and contemporary demands : are there possibilities to build web curricula?
title_full_unstemmed Initial teacher education and contemporary demands : are there possibilities to build web curricula?
title_sort initial teacher education and contemporary demands : are there possibilities to build web curricula?
description This article analyzes how students in on-site Physics, Chemistry and Biological Sciences courses at a public higher education institution in Brazil understand the integration of Information and Communication Technologies (ICT) into the school and how they feel about its preparation to carry out this integration in the pedagogical practice. It is qualitative research whose data come from a questionnaire and semi-structured interviews. The results indicate that although the undergraduates consider it possible and important to integrate TDIC into the curriculum, many do not feel prepared for it. The study also indicates the need for this preparation to take place throughout the curricular path and that the construction of web curricula in initial teacher education demands: exchange of experiences with colleagues and teacher trainers, contextualization and constant articulation between theory and practice, development of criticality in relation to TDIC and its role in education, experience of significant experiences of integrated use of these technologies in the initial training curriculum.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2023
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/781
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AT rodriguesalessandra laformacioninicialdelprofesoradoylasdemandascontemporaneashayposibilidadesdeconstrucciondewebcurriculos
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first_indexed 2023-05-11T18:48:30Z
last_indexed 2025-02-27T05:06:41Z
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