Abstract:

Is initial teacher training (ITT) playing its role regarding future teacher techno-pedagogical skills? Although in a recent US study the responses submitted by teacher training institutions were quite positive (NCES, 2007), it appears that technology is still underused, or used in a non significant way at school. So, investigating the processes and factors at play during ITT may shed light to why this is the case.
OECD/CERI is currently conducting a research study in the field of “ICT in initial teacher training”. The study used different methodological approaches, including:
- A research review on the topic (conducted in English and French and covering research in 11 OECD countries during 2002–2009);
- A report on the existing national regulations regarding ICT in ITT in OECD countries (based on official text analysis and answers from OECD countries to a dedicated questionnaire);
- Results of on-line questionnaires dedicated to the actors involved in ITT: head of the training institutions; teacher trainers, student teachers, and mentors (teachers in charge to welcome and follow student teachers during their field placements).
- Case studies conducted in at least 2 training institutions in each country involved in the project: Chile, Denmark, Norway, Finland, France, the Netherlands, Sweden, and the United-Kingdom (England).

Based on analysis of the above, this paper presents some preliminary findings and conclusions of the project. It will focus more on a comparative analysis of the national results in order to highlight the main barriers and obstacles met on the one hand, and the main drivers, enablers and success factors on the other hand.
The analysis of the existing regulations in the field of ICT in ITT underline a developing awareness of the stakes of this field for seven OECD countries, and allows an understanding of how ICT is included in ITT at several levels for 21 countries: recommendations at the national level but no obligation of training; national accreditation standards for the programs and compulsory training; definition and implementation of competence frameworks; and delivery of national certifications for teachers.
Findings from the national case studies point towards the same conclusions as in the research review (Enochsson & Rizza, 2009). First, ICT is not used regularly or systematically in teacher training. There are good examples, carried out by enthusiastic teacher trainers, but only a minority of the student teachers benefit from this and there is little evidence of innovative use of recent technology, such as Web 2.0. Second, student teachers do not integrate technology into their teaching. A number of reasons for this are identified. The overall picture is that implementation is necessary at all levels (macro, meso, micro) for a successful outcome, but research also gives examples of how problems can be overcome at a micro-level, i.e. the level of the actors‘ pedagogical practice. Motivation does seem to have room for maneuver, but the lack of incentives makes it difficult to involve everyone.

Finally, some of the policy implications of the findings are discussed. These include: the need for coherence between policy areas such as curriculum development, teacher competences and assessment frameworks and practices; a need for funding of professional development for teacher trainers; and a need to improve the knowledge base on current practice and competences in teacher training institutions.

Keywords:

ICT, initial teacher training, ICT uses, ICT skills, international comparative study.