INITIAL TRAINING OF TEACHERS OF BASIC EDUCATION IN CHILE: REFLECTIONS AND ANALYSIS OF THE ICT CURRICULUM GUIDELINES

The process of incorporating ICT into the school context is influenced by various factors, possibly one of the most significant and challenging being the initial training of teachers who are responsible for transferring and implementing educational activities in the classroom. Educational Goals 2021 of the XX Iberoamerican Summit raised the need for curricular integration of ICT and Impact Assessment, along with teacher training and dissemination of innovative pedagogical practices using ICT.

In this context, the purpose of this communication is to analyze and reflect on the guidelines that have arisen from the curriculum proposals in the ICT area, in the initial formation of Teachers of Basic Education in various Chilean universities, to identify whether they respond to current professional standards suggested at national and international level according to the model of Krumsvik (2008). The curricula and syllabi of different races Basic Education were analyzed and contrasted with professional standards suggested by the model of digital skills for teachers of Krumsvik (2008).

In this study we have found that despite the efforts of universities to meet the demands that are required in educational teacher training in ICT, these are not reflected in the results of students.

In fact, digital skills transmitted in the basic education curriculum do not fully incorporate the four components indicated by models of international references, particularly en our study the Krumsvik (2008) model, those learnt within the “Digital bildung” are incorporated only in some institutions and to varying degrees. In addition, “Learning strategies” have not been instigated and incorporated into the curriculum.

From the data that will be presented in this dissertation, it will be possible to mitigate the risk of training teachers who are only partly able to transfer knowledge through ICT, with a reduced ability to build new knowledge and impart strategies to learn.

Furthermore, once such standards have been established and implemented, methods to measure the extent to which these initiatives are being implemented, and, support for teachers applying such initiatives (including regular updating of teachers’ skills) is imperative to raise the standards of students’ achievement in the digital age.