| dc.contributor.author | Espejo Villar, Lourdes Belén | |
| dc.contributor.author | Lázaro Herrero, María Luján | |
| dc.contributor.author | Álvarez López, Gabriel | |
| dc.date.accessioned | 2025-01-08T10:49:27Z | |
| dc.date.available | 2025-01-08T10:49:27Z | |
| dc.date.issued | 2022-01-15 | |
| dc.identifier.citation | Espejo Villar, L. B., Lázaro Herrero, L., & Álvarez-López, G. (2022). UNESCO strategy and digital policies for teacher training: The deconstruction of innovation in Spain. Journal of New Approaches in Educational Research, 11(1), 15-30. https://doi.org/10.7821/naer.2022.1.812 | es_ES |
| dc.identifier.uri | http://hdl.handle.net/10366/161374 | |
| dc.description.abstract | [EN] This paper examines initial teacher training policies in the context of youth
digitalisation. Based on international ICT competency frameworks for
teachers (UNESCO, 2008, 2019) and information literacy, MIL (UNESCO, 2011),
we analyse how Spanish (public and private) universities represent digital
innovation, and the identity practices of young people, linked to hyperconnectivity.
Focusing on initial training received by future secondary teachers, the sample was
selected according to the criteria of non-presential learning (online, distance,
blended) applied in the teacher training process. Results confirm ongoing
deficiencies in critical teacher digitalisation management, highlighting certain
asymmetries between the categories constructed. Data reveals the prevalence of
intervention more geared towards formal knowledge than towards decoding digital
grammar (which is how digitalisation is used in education). The paper concludes by
advocating convergence strategies as a circular mechanism that must underpin all
teacher training policies in the age of hyperconnectivity. | es_ES |
| dc.format.mimetype | application/pdf | |
| dc.language.iso | eng | es_ES |
| dc.publisher | Universidad de Alicante | |
| dc.publisher | Springer | |
| dc.subject | Teacher | en_EN |
| dc.subject | Training | en_EN |
| dc.subject | Innovation | en_EN |
| dc.subject | Technological education | en_EN |
| dc.subject | UNESCO | en_EN |
| dc.title | UNESCO strategy and digital policies for teacher training: The deconstruction of innovation in Spain | es_ES |
| dc.type | info:eu-repo/semantics/article | es_ES |
| dc.relation.publishversion | https://doi.org/10.7821/ naer.2022.1.812 | es_ES |
| dc.subject.unesco | 5801 Teoría y Métodos Educativos | |
| dc.identifier.doi | 10.7821/NAER.2022.1.812 | |
| dc.relation.projectID | “CONNECT-ID. La identidad hiperconectada de la juventud y su percepción del tiempo en el ocio digital” [Hyperconnected identity of young people and their perception of time in digital pastimes] funded by Spain’s Ministry of Science, Innovation and Universities (Ref. PGC2018-097884-B-I00) and “Identidades digitales en jóvenes hiperconectados: retos para el contexto familiar, social y escolar” [Digital identities in hyperconnected young people: challenges facing the family, social and learning context], funded by Regional Government of Castilla y León (Ref. SA038G19). | es_ES |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
| dc.identifier.essn | 2254-7339 | |
| dc.journal.title | Journal of New Approaches in Educational Research | es_ES |
| dc.volume.number | 11 | es_ES |
| dc.issue.number | 1 | es_ES |
| dc.page.initial | 15 | es_ES |
| dc.page.final | 30 | es_ES |
| dc.type.hasVersion | info:eu-repo/semantics/publishedVersion | es_ES |
