Os desdobramentos da apropriação das TIC na formação inicial de professores no Uruguai

Abstract

Technologies and today's society require new competences from teachers. Therefore, teacher training is essential for future teachers to be able to integrate Information and Communication Technologies (ICT) creatively and innovatively into their pedagogical practices to enhance the teaching-learning process. As a consequence, the ways in which teacher trainers appropriate ICT for this training is of great importance. The general objective of this study was to analyze how training teachers of the Education Training Council (CFE) in Uruguay appropriate ICT for the training processes of future teachers. The literature review contemplates concepts and issues inherent to teachers' appropriation of technologies: changes in technological competences needed for teaching, the concept of technology appropriation by teachers, which includes how teachers acquire knowledge to use ICT as pedagogical resources, the meanings they construct about their importance in the teaching-learning process and the uses they give to them; aspects that promote or make it difficult to innovate with technologies; discussions on teacher training for the use of ICT as a pedagogical resource; the context of teacher education and technology education policies in Uruguay. The methodological approach was qualitative. The study was conducted with sixteen teachers at a teacher training center in Uruguay. The technique of data collection was the semi-structured interview. The sample was intentional by criteria. The main results of the study were: the use of ICT maintaining traditional methodologies with new tools; the difficulty of taking advantage of the benefits of ICT to transform teaching methodologies. Among the difficulties were: the lack of knowledge on how to use ICT as pedagogical resources; the predominance of individuality in the search for knowledge on how to integrate ICT; the need to prepare teachers to use ICT to train future teachers by example.