Discursos, poder y saber en la formación permanentela perspectiva del profesorado sobre la integración curricular de las TIC

Abstract

The objective of our work is to show the process of investigation into the discourses of know-how that are common in permanent training activities and that determine the way teachers approach their training in Information and Communication Technology (ICT). We decided to carry out this research from a qualitative perspective since we wanted to become familiar with these discourses, and, in particular, the relationships between practice and theory as forms of knowledge that divide power unequally between the different agents and spaces involved in the integration and use of ICT. At the same time, we wanted to understand the motivations behind training, as a driving force in educational practice. Our own practice helped us to recognise ourselves in our colleagues; our work in local schools enabled us to have some prior knowledge, which, a priori, we thought would help us to identify situations and contexts that we had also experienced. After the process, we realised that the reality was very different from how we had originally expected it to be because we had not taken into account personal and subjective elements. Our research has run parallel to the dissemination of major institutional discourses regarding the social presence of ICT and its potential for changing and improving all social contexts. In our field, education, and more specifically, the classroom, these discourses have led to different initiatives for integrating ICT into educational systems in order to provide responses/solutions and to try to adapt them to social needs and characteristics. It was those changes - in particular, the processes of training and implementing ICT in schools - which in our case awakened the need to investigate. Our goals were to reconstruct and to analyse permanent teacher development as a know-how spatial context, giving rise to the specific integration of ICT. The chosen context is the Teachers’ Centre (Centro de Profesores, CEP) in Toledo and therefore the institutional plans and the concomitant materialisations that the Ministry of Education, Culture and Sports in Castille-La Mancha has designed and provided for teacher development. Once we had established the research objective, we divided it into three parts and nine chapters