Multiple literacies in initial teacher training: Problems around curricular designs and digital technologies

Initial and ongoing teacher training, as well as the necessary incorporation of updates regarding knowledge and knowledges that allow a resignification of the contents in actual society, are in permanent transformation. At the same time, if this is combined with technologies and their constant advan...

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Autores principales:	Carassai, Mariela Andrea, Leguizamón Muiño, Griselda
Formato:	Artículo publishedVersion
Lenguaje:	Español
Publicado:	Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2024
Materias:	teacher training multiple literacies curriculum technologies formación docente fabetizaciones múltiples currículum tecnologías
Acceso en línea:	https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14621 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14621_oai
Aporte de:	Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires

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institution	Universidad de Buenos Aires
institution_str	I-28
repository_str	R-145
collection	Repositorio Digital de la Universidad de Buenos Aires (UBA)
language	Español
orig_language_str_mv	spa
topic	teacher training multiple literacies curriculum technologies formación docente fabetizaciones múltiples currículum tecnologías
spellingShingle	teacher training multiple literacies curriculum technologies formación docente fabetizaciones múltiples currículum tecnologías Carassai, Mariela Andrea Leguizamón Muiño, Griselda Multiple literacies in initial teacher training: Problems around curricular designs and digital technologies
topic_facet	teacher training multiple literacies curriculum technologies formación docente fabetizaciones múltiples currículum tecnologías
description	Initial and ongoing teacher training, as well as the necessary incorporation of updates regarding knowledge and knowledges that allow a resignification of the contents in actual society, are in permanent transformation. At the same time, if this is combined with technologies and their constant advances, both issues imply a problem that is complex and challenging. This issue linked to the debates around the training content of teachers and the use of technologies is contemporaneously registered with greater impetus with the passing of the COVID-19 pandemic. Forced virtualization led teachers to implement various strategies and tools mediated by digital and connectivity technologies to strengthen pedagogical continuity. In the current post-pandemic stage, together with the modification of the study plans of teachers in the Province of Buenos Aires, adds complexity to the problematization proposed. This work is linked to an ongoing project, but advanced in its development, called “Multiple Literacies in Teacher Training in State Institutes of Region IV Buenos Aires Province in the Post-Pandemic: Curriculum and Purposes for Teaching”, which combines both issues; on the one hand, the challenge of incorporating technologies in teachers in training, which is present in the recent curricular designs of the Province of Buenos Aires; and on the other, the various analyzes and reflections resulting from the forced virtualization that the pandemic implied in order to guarantee pedagogical continuity and the right to education. In this way, the main purpose of this research is to describe the forms that multiple literacies assume in initial teachers in training at the higher level in the state management institutes of region IV of the province of Buenos Aires, in the post-pandemic. As mentioned previously, one of the moments raised in this research involves regulatory frameworks. That is why, in this work, the analyses of the curricular designs that are part of this project will be presented (Mathematics Faculty, 2017; Language and Literature Faculty, 2017 and Geography Faculty, 2022), as well as how teachers interpret from the regulatory framework and also as a practice, these curricular reforms in the designs, prioritizing their deepening in multiple literacies.
format	Artículo publishedVersion
author	Carassai, Mariela Andrea Leguizamón Muiño, Griselda
author_facet	Carassai, Mariela Andrea Leguizamón Muiño, Griselda
author_sort	Carassai, Mariela Andrea
title	Multiple literacies in initial teacher training: Problems around curricular designs and digital technologies
title_short	Multiple literacies in initial teacher training: Problems around curricular designs and digital technologies
title_full	Multiple literacies in initial teacher training: Problems around curricular designs and digital technologies
title_fullStr	Multiple literacies in initial teacher training: Problems around curricular designs and digital technologies
title_full_unstemmed	Multiple literacies in initial teacher training: Problems around curricular designs and digital technologies
title_sort	multiple literacies in initial teacher training: problems around curricular designs and digital technologies
publisher	Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate	2024
url	https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14621 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14621_oai
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spelling	I28-R145-14621_oai2025-11-17 Carassai, Mariela Andrea Leguizamón Muiño, Griselda 2024-12-30 Initial and ongoing teacher training, as well as the necessary incorporation of updates regarding knowledge and knowledges that allow a resignification of the contents in actual society, are in permanent transformation. At the same time, if this is combined with technologies and their constant advances, both issues imply a problem that is complex and challenging. This issue linked to the debates around the training content of teachers and the use of technologies is contemporaneously registered with greater impetus with the passing of the COVID-19 pandemic. Forced virtualization led teachers to implement various strategies and tools mediated by digital and connectivity technologies to strengthen pedagogical continuity. In the current post-pandemic stage, together with the modification of the study plans of teachers in the Province of Buenos Aires, adds complexity to the problematization proposed. This work is linked to an ongoing project, but advanced in its development, called “Multiple Literacies in Teacher Training in State Institutes of Region IV Buenos Aires Province in the Post-Pandemic: Curriculum and Purposes for Teaching”, which combines both issues; on the one hand, the challenge of incorporating technologies in teachers in training, which is present in the recent curricular designs of the Province of Buenos Aires; and on the other, the various analyzes and reflections resulting from the forced virtualization that the pandemic implied in order to guarantee pedagogical continuity and the right to education. In this way, the main purpose of this research is to describe the forms that multiple literacies assume in initial teachers in training at the higher level in the state management institutes of region IV of the province of Buenos Aires, in the post-pandemic. As mentioned previously, one of the moments raised in this research involves regulatory frameworks. That is why, in this work, the analyses of the curricular designs that are part of this project will be presented (Mathematics Faculty, 2017; Language and Literature Faculty, 2017 and Geography Faculty, 2022), as well as how teachers interpret from the regulatory framework and also as a practice, these curricular reforms in the designs, prioritizing their deepening in multiple literacies. La formación docente inicial y permanente, como así también la necesaria incorporación de actualizaciones respecto a conocimientos y saberes que permitan una resignificación de los contenidos en la sociedad actual, se encuentran en permanente transformación. Al mismo tiempo, si esto se conjuga con las tecnologías y sus avances constantes, ambas cuestiones implican un problema que resulta complejo y desafiante.  Esta cuestión vinculada a los debates en torno a los contenidos formativos de las/los docentes y al uso de las tecnologías se encuentra inscripta contemporáneamente con mayor ímpetu tras el paso de la pandemia por COVID-19 y el decreto de “Aislamiento Social, Preventivo y Obligatorio”. La virtualización forzosa llevó a los/as formadores/as a implementar diversas estrategias y herramientas mediadas por las tecnologías digitales y de la conectividad para fortalecer la continuidad pedagógica. En la etapa actual de pospandemia, conjuntamente con la modificación de los planes de estudio de los profesorados de la Provincia de Buenos Aires, se suma complejidad a la problematización planteada. Este trabajo se vincula a un proyecto en curso, pero avanzado en su desarrollo denominado “Alfabetizaciones Múltiples en la Formación Docente en los Institutos de Gestión Estatal de la Región IV de la Provincia de Buenos Aires en la Pospandemia: Currículum y Propósitos para la Enseñanza”, que combina ambas cuestiones; por un lado, el desafío de la incorporación de las tecnologías en la formación docente, que está presente en los recientes diseños curriculares de la Provincia de Buenos Aires; y por otro, los diversos análisis y reflexiones producto de la virtualización forzosa que implicó la pandemia en pos de garantizar la continuidad pedagógica y el derecho a la educación. De esta manera, el propósito principal que se propuso esta investigación consiste en describir las formas que asumen las alfabetizaciones múltiples en la formación docente inicial en el nivel superior en los Institutos de gestión estatal de la región IV de la provincia de Buenos Aires, en la pospandemia. Como se mencionó anteriormente, uno de los momentos planteados en esta investigación, involucra los marcos normativos. Es por ello que, en el presente trabajo, se expondrán los análisis de los diseños curriculares que forman parte de este proyecto (Profesorado de Matemática, 2017; Profesorado de Lengua y Literatura, 2017; Profesorado de Geografía, 2022), como así también cómo las/los docentes interpretan desde el marco normativo y también como práctica, estas reformas curriculares en los diseños, priorizando su profundización en las alfabetizaciones múltiples. application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14621 10.34096/iice.n56.14621 spa Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14621/14555 Derechos de autor 2024 Revista del IICE Revista del IICE; Núm. 56 (2024) 2451-5434 0327-7763 teacher training multiple literacies curriculum technologies formación docente fabetizaciones múltiples currículum tecnologías Multiple literacies in initial teacher training: Problems around curricular designs and digital technologies Las alfabetizaciones múltiples en la formación docente inicial : Problemáticas en torno a los diseños curriculares y las tecnologías digitales info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14621_oai

Multiple literacies in initial teacher training: Problems around curricular designs and digital technologies

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