Integration of technologies policies and Basic Education Teacher Training in Uruguay

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Abstract

This article takes into discussion as problematic Initial Teacher Training (ITT) of Basic Education in Uruguay and analyses the place of information and communication technologies (ICT) in it, and also how they are influenced (Ball, 1998, 2001; Bowe, Ball & Gold, 1992) by international policies and how they are recontextualized (Bernstein, 1993, 1998). The questions that guide the study are: What did the Global Agenda on ICT stated in the ITT? What influences do these policies have on ITT? How recontextualization process occurs? In the empirical part, the study collected and analyzed ITT plans and interviews with the director of the course, training teachers and students who are doing their teaching practice. These data, processed by content analysis, suggests that there is a global agenda that points to the need of ICT integration in education, and as a result, initial teacher training should have content that ensures the effective use ICT. This global agenda influences Uruguay’s education policies which are recontextualized through institutional practices that have to adapt to students and teacher’s needs. Nevertheless, at teacher training level, an investment is needed in order to achieve the objectives towards policies that aim at ICT integration.

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How to Cite
Martínez Barcellos, R. E., Leite, C., & Reis Monteiro, A. M. (2016). Integration of technologies policies and Basic Education Teacher Training in Uruguay. Education Policy Analysis Archives, 24, 22. https://doi.org/10.14507/epaa.24.2017
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Author Biographies

Rosana Elizabeth Martínez Barcellos, Universidade do Porto, FPCEUP

Maestra de Educación Primara de la República Oriental del Uruguay. Magíster en Educación por la Universidad ORT Uruguay. Docente en el área de Tecnologías en el Consejo de Educación Inicial y Primaria. Maestra Adscriptora. Docente en el Consejo de Formación en Educación. Investigadora en la Facultad de Psicología y Ciencias de la Educación de la Universidad de Porto, Portugal.

Carlinda Leite, Universidade do Porto, FPCEUP/CIIE

Profesora Catedrática de la Facultad de Psicología y de Ciencias de la Educación de la Universidad de Porto, miembro de la Agência de Avaliação e Acreditação (A3ES) de cursos de formación de profesores, miembro de la dirección del Centro de Investigação e Intervenção Educativas (CIIE). Coordina o ha estado vinculada a varios proyectos cuya temática se relaciona a la formación de profesores, políticas educacionales y estudios curriculares. Sobre estas temáticas tiene inúmeras publicaciones nacionales e internacionales.

Angélica María Reis Monteiro, CIIE - Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto/ RECI - IP

Doutorada em Ciências da Educação pela Universidade do Porto e Mestre em Educação Multimédia pela mesma Universidade. Professora na área das Tecnologias na Escola Superior de Educação Jean Piaget de Vila Nova de Gaia. Sobre esta área possui 4 livros e diversas publicações em revistas nacionais e internacionais.