How does the digital teaching competence matter? An analysis of initial teacher training programs in Uruguay

This article presents the analysis of the inclusion of information and communication technologies (ICT) in the initial teacher training programs (FID) in Uruguay. The objective is to know how the digital teaching competence (CDD) are incorporated into the programs of the courses as part of the training of students, in the context of implementing a public education policy of digital inclusion in the country. Through the content analysis and under the methodology proposed by Krippendorff (1990), we analyse the programmes using a matrix of indicators to measure the CDD level. The dimensions considered are the foundations, objectives and contents. Based on the analysis, it was possible to infer inconsistencies in the coverage of the CDD among the components of the analysed programs. These are presented both at the level of dimensions and indicators, especially in the programs of the subjects "Information Technology", Education, and Technology, but not in the "Education and Integration of Digital Technologies" program. In the "Computing" program, the components have some relation with the CDD, according to the matrix used for the analysis. As a most relevant conclusion, we emphasize that the programs, although in different ways, include most of the components of the CDD but do not respond to the current training needs in terms of competency-based training.