Initial and continuous teacher-training activities should
largely focus on developing the skills needed to use ICT tools
in teaching environments. Continuous training should take place
in an autonomous learning environment but with a training and
implementation strategy based on work in teams of teachers.
From the perspective of teacher professional development in a
digital context, a more in-depth analysis of the qualifications
and competences required for designing and implementing teaching
activities is required. This teaching activity should be devised
with the needs of the students in mind and ICT tools should be
used to serve what is useful for them.
Teacher training processes should be organized to suit the
requirements of both future and current professionals. Training
courses for future professionals should be planned in accordance
with the curriculum of the degree in teacher training and should
ensure that participants receive high quality training in
university classrooms. In addition to exploiting the added value
provided by participants’ ongoing contact with the real-life
classroom, training courses for current professionals should
also respond to the training needs of these particular
It would be especially interesting if channels of communication
could be established that facilitate mutual reflection between
the academic environment and the relevance and significance
provided by current praxis.
This thematic line is intended to reflect on processes that may
be considered high quality when contemplating the pedagogical
use of tools, resources, programmes, services and environments
provided by ICTs now or in the future.