Revealing the Reality: Digital Competences in the Initial Teacher Education. Pre-service Teachers View. Almudena Alonso Ferreiro, Fernando Fraga Varela, Adriana Gewerc Barujel, Ana Rodríguez-Groba, Lourdes Montero Mesa

University of Santiago de Compostela, Spain

Aim: To identify, analyze and interpret the perceptions of pre-service teachers and teacher educators about the knowledge being built in a degree in primary teacher education.

http://necesitodetodos.org/2013/03/construir-una-persona/

CONTEXT

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Professional knowledge

We focus on the issues related with the Digital Competence (DC)

Living in the new social reality implies learning knowledge, skills and attitudes about DC (Prenksy, 2010).

http://www.bonsaisgigantes.net/zen/me-paso-la-vida-sin-hacer-nada-util/contraluz-sol-atardecer-castillo-naipes/

Gutiérrez (2008) points out the need for a “digital re-literacy” of teachers at all levels as a crucial condition for education in the

Society of Information.

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The EC (2006) established eight key competences for lifelong learning, one of them is the DC.

OECD (Ananiadou & Claro, 2009) published a paper about the relevance of 21st century skills and competences

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In this sense, Spanish policymakers reflect this situation, and they take DIGCOMP Project as a framework for DC in teacher education. DIGCOMP Project (Ferrari, 2013) defines DC as a set of knowledge, skills and attitudes that are needed by citizens today for full digital inclusion.

SPAIN DIGCOMP

http://nos1512.foroactivo.com/t1333p210-frente-al-espejo

http://calixtorivero.com/tag/cinco-dias/

Qualitative methodology, combining different techniques.

Cross-sectional design, This design allows us to understand the evolution of a

phenomenon over time, analyzing the information collected from different groups at different stages

.

-In-depth interview with selected faculties and students for a deep and reflexive vision of professional knowledge.

-Discussion groups with students -Story: narrative technique which allows authors to

express themselves. -Documentary: we analyzed the undergraduate

degree curriculum for primary teacher

Techniques

The study was conducted with a specific population: the students of the University of Santiago de Compostela (USC) n

1. USC Campus of Lugo and Santiago 2.Gender 3.Access

http://recursosinterior.blogspot.hu/2014/09/bloques-dwg-silueta-personas-trabajando.html

Atlas.ti software Two-dimensional categories extracted from

theoretical framework: 1-Teacher knowledge: biography; the knowledge; what the knowledge is for; where’s its origin and when does it occur. 2- Teacher education: theory practice relations; curriculum, to be a teacher; context.

1- DC knowledge of students: values, beliefs, skills and knowledge.

2- Type of knowledge of DC: information, communication, content creation, safety and problem solving (Ferrari, 2013).

Students’ representations show that the knowledge involved in

DC is weak and focuses on instrumental aspects, mainly built on experiences out higher education.

Most students consider themselves as digital natives.

They recognize that there are unmet training needs. They perceived the curriculum as inadequate.

The analysis of the degree programs revealed four skills related DC and only one compulsory subject matter with this specific content

In general, the interviews have revealed that DC is poorly developed during initial teacher education.

Almudena Alonso Ferreiro almudena.alonso@usc.es Fernando Fraga Varela fernando.fraga@usc.es Adriana Gewerc Barujel adriana.gewerc@usc.es Ana Rodríguez-Groba ana.groba@usc.es Lourdes Montero Mesa lourdes.montero@usc.es