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: | , |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2024
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| 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 |
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| Sumario: | 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. |
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