Web Content Display Web Content Display

iTEC Research data is available for use by other researchers

Portugal > Other Issues Portugal > Other Issues

The training of teachers with ICT has been a focus of recent activity in Portugal. In 2009, legal guidelines concerning teaching training and the certification of ICT competencies were compiled. This document identifies the core ICT competencies that all teachers should exhibit. There are three levels of teachers' certification:

  • Digital competences certification (level 1): teachers are expected to develop an instrumental and functional use of ICT tools in their professional context, this level is mainly linked to knowledge related to efficiently master tools and technical procedures;
  • ICT pedagogical and professional competences certification (level 2): teachers’ acquired knowledge and evidenced skills should make possible the effective use of ICT as a teaching resource, also understanding ICT importance in the practice of developing pedagogical and didactical strategies and in promoting real improvements in students learning processes,
  • Advanced ICT in education competences certification (level 3): the teacher is able to develop innovative teaching practices using ICT, to reflexively evaluate his own professional experiences and practices and to incur in shared and collaborative activities with the educational community (Pedro, 2010, p.12).

Initial teacher education is the responsibility of Higher Education Institutions in Portugal. They are responsible for delivering the training component related to the development of ICT competencies in teacher trainees according to the established principles of the program (as defined by the PTE). Pre-service training of this sort assesses the competences of individual teachers through the use of general tools like word processors, email and internet browsers and some educational software.

The last few years have witnessed a considerable change in Portuguese schooling. The national statistics suggested that primary, middle and secondary schools have been properly equipped for the technologically-rich future that is expected. Pedro's report (2010) is very clear about what should happen next:

It's truly the most demanding moment for the required transformational process of what truly matters, the teaching and learning practices. Now that the lack of resources and the inadequacy of infrastructures have slowly vanished, the 'ICT-competence' factor will tend to appear as a determinant element of the process.