Mapping Digital Competency Studies in Preservice Teaching Programs in Uruguay

Abstract:

This article shares the results of a systematic mapping of digital competency (DC) studies among preservice teachers in Uruguay from 2000 to mid-2021. The aim of the study has been to have a general view of preservice teachers’ DC building as far as it is approached and studied by different national and international academics and researchers. The following specific objectives were established: (1) identifying research teams dealing with DCs in preservice teacher education in Uruguay and their institutional affiliation, (2) identifying methodological approaches, and (3) mapping pre-service teachers’ DC-related sub-topics, addressed by researchers. Among other findings, 38% used mixed, qualitative, and quantitative methods, 32% applied qualitative techniques, and 20% reported experiences, either related to classroom practices or to the organization and management of educational institutions. 7% were the result of quantitative studies and 3% were action research projects. Topics addressed are DC and the place it should have in the curriculum, teaching practices to train preservice teachers, preservice teachers’ perceptions about their own digital competencies, the level of preservice teachers’ digital competencies and public policies regarding DC building. Research results reveal that preservice teachers are currently experiencing an ongoing renewal process, which still shows fragmentation and a variety of approaches to DC training, although some important achievements are also evident. Mostly, these achievements are in reference to the presence of an initial group of academics who have decided to focus on the topic from the point of view of a situated practice.

Año de publicación:

2022

Keywords:

• Digital competencies
• Preservice teacher training
• URUGUAY
• Systematic mapping

Fuente:

scopus