Perceptions about teacher training policy with ICT

Abstract

The objective of this research was to analyze the perceptions about the teacher training policy for the incorporation of Information and Communication Technologies (ICT), in the period 2019-2022, in a Mexican university. The starting point was a semi-structured interview with a central actor in the implementation of the university's teacher training policy, in addition to an analysis of institutional documents. Within the interpretative hermeneutic paradigm, a triangulation of sources was carried out in which dimensions related to conditions, institutional actions, foundations, key concepts and actors are reported. It also presents tendencies, tensions and absences that show the difficulties to concretize the institutional policy in the teaching practice and to give continuity and accompaniment to these processes. It is concluded that the university is undergoing processes of innovation and change, so that its teacher training policies with ICT require the technopedagogical and epistemological integration of a framework of digital competencies that guide the meanings and meanings of the training actions, an issue that gives value to the study presented because it allows to clearly identify areas for improvement related to evaluation, monitoring and updating of its educational policy.