DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES AND TEACHER TRAINING FROM AN INTERNATIONAL PERSPECTIVE: A STUDY BETWEEN BRAZIL AND ROMANIA
DOI:
https://doi.org/10.24193/subbeuropaea.2025.2.08Keywords:
Digital Technologies, Teacher Training, Public Policy, Comparative EducationAbstract
Within this paper we propose a comparative analysis between the Federal University of Rio Grande do Sul (UFRGS) in Brazil and Babes-Bolyai University in Romania, focusing on the use of Digital Information and Communication Technologies (DICTs) in teacher training and continuous education. The research adopts a qualitative and comparative approach, based on the documentary analysis of public policies, training plans, and institutional statistical data. The investigation seeks to understand how different pedagogical models and sociopolitical contexts influence the integration of DICTs in training processes, identifying convergences, divergences, and good practices. The study draws on consolidated theoretical foundations in education and technology and proposes a critical reflection on possible paths for teacher training in the digital age.
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