Intention and ICT practices in teacher trainers: Congruencies, collisions and self-efficacy

Abstract

A challenge of the initial formation of teachers is to prepare to perform in a society mediated by languages, interactions, and digitalized environments. The studies suggest, however, that pedagogy graduates do not acquire self-efficacy to use ICT pedagogically, among other reasons, for the few opportunities, examples or modeling provided by their teacher-trainers; Does this show the low self-efficacy of the trainers themselves? To answer, this study analyzes the intentions and pedagogical practices with ICT of 116 trainers of basic education, using a mixed, sequential and exploratory design with the application of a standardized questionnaire and semi-structured interviews. The results show different ways of incorporating ICT as a product of beliefs about the role of teachers and students, and about the collaborative or reproductive use of technologies. The congruences and collisions of these beliefs are discussed and how they influence the self-efficacy of teacher-trainers.