Professional Knowledge and Digital Competency in Teacher Education. The case of Elementary Teacher Education Degree

This paper analyzes the complex relationship between pedagogical, content, and technological knowledge in elementary initial teacher education. These are the guide questions: What are the contents and processes that facilitate the education of teachers when building their professional knowledge? What should teachers learn in this complex and changing world? The study is carried out by the analysis of: 1. The initial teacher education curriculum and the skills integrated in each subject. 2. The representations of the degree faculty. Document analysis and deep interviews were used. DIGCOMP project (Ferrari, 2013), which identifies five areas for the acquisition of digital competence, was taken into account. These areas are: 1. Information; 2. Communication; 3. Content creation; 4. Security; 5. Problem resolution. Among the most outstanding results it is highlighted an instrumental view of technology and the prevalence of information skills over other aspects of the digital competency according DIGCOMP.