The enactment of in-service teacher training policies with digital media: between design and the classroom
This article revisits the conclusions in our doctoral research about public policies for in-service teacher training in the the inclusion of technologies in Argentina. In such research, the enactment of the training program “Escuelas de Innovación” (EI) (2011-2015) within Conectar Igualdad (PCI) was...
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| Autores principales: | , |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2022
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/10561 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=10561_oai |
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| Sumario: | This article revisits the conclusions in our doctoral research about public policies for in-service teacher training in the the inclusion of technologies in Argentina. In such research, the enactment of the training program “Escuelas de Innovación” (EI) (2011-2015) within Conectar Igualdad (PCI) was analyzed from a qualitative and interpretive perspective. The field work focused on a narrative approach and was carried out mainly through in-depth interviews to national educational policies actors and members of coordination and training in the aforementioned programs as well as public workers from different regional jurisdictions and participating teachers in the programs.
In this work, we present our own conceptualization about in- service teacher training policies as a multidimensional network composed of the characteristics of various aspects which influenced such policies. For this reason, they become valuable to be contemplated when planning a formative policy and its development in teaching practices in the incorporation of digital media and the features belonging to digital culture. The main dimensions in such network are: educational public policies in digital inclusion; conceptions about the implementation of technologies and formative devices and; the characteristics of secondary education. |
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