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Digital Competence in Quebec's Teacher-Education Programs: Toward a Critical Perspective

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Title: Digital Competence in Quebec's Teacher-Education Programs: Toward a Critical Perspective
Language: English
Authors: Victoria I. Marín, Gustavo Adolfo Angulo Mendoza
Source: Journal of Teaching and Learning. 2025 19(5):45-74.
Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Peer Reviewed: Y
Page Count: 31
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Digital Literacy, Competence, Teacher Education Programs, College Faculty, Schools of Education, Teacher Attitudes, Faculty Development, Critical Literacy, Teacher Education Curriculum, Integrated Curriculum
Geographic Terms: Canada
ISSN: 1492-1154
1911-8279
Abstract: Digital competence, beyond core content knowledge, is a key skill for many teachers in this day and age, and several frameworks for this have been proposed internationally. In Canada, some provinces and territories are currently implementing rules and guidelines regarding the digital competencies of teachers. However, only Quebec has an actual one that is linked to teachers, with specific dimensions integrating critical knowledge and attitudes. This interpretive study examines Quebec's teacher reference and digital-competency frameworks by exploring their integration into teacher-education programs. Two qualitative data-collection methods, namely, semi-structured interviews and document analysis, were used in this study. The sample included seven university professors from the education departments at different Quebec universities and 34 descriptions of digital technologies courses in Quebec's teacher-education programs. The main results indicate that digital competence is included in at least one course in teacher-education programs, and that instrumental elements are prioritized over critical and ethical digital dimensions. The findings also highlight professors' awareness of the importance of further developing these less prominent dimensions. The challenges associated with this integration are acknowledged, and the need for future research to develop pedagogical strategies that promote the acquisition of these competencies is emphasized.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490566
Database: ERIC
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  Data: Digital Competence in Quebec's Teacher-Education Programs: Toward a Critical Perspective
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  Data: <searchLink fieldCode="AR" term="%22Victoria+I%2E+Marín%22">Victoria I. Marín</searchLink><br /><searchLink fieldCode="AR" term="%22Gustavo+Adolfo+Angulo+Mendoza%22">Gustavo Adolfo Angulo Mendoza</searchLink>
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  Data: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Schools+of+Education%22">Schools of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Literacy%22">Critical Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Curriculum%22">Teacher Education Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink>
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  Data: 1492-1154<br />1911-8279
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  Data: Digital competence, beyond core content knowledge, is a key skill for many teachers in this day and age, and several frameworks for this have been proposed internationally. In Canada, some provinces and territories are currently implementing rules and guidelines regarding the digital competencies of teachers. However, only Quebec has an actual one that is linked to teachers, with specific dimensions integrating critical knowledge and attitudes. This interpretive study examines Quebec's teacher reference and digital-competency frameworks by exploring their integration into teacher-education programs. Two qualitative data-collection methods, namely, semi-structured interviews and document analysis, were used in this study. The sample included seven university professors from the education departments at different Quebec universities and 34 descriptions of digital technologies courses in Quebec's teacher-education programs. The main results indicate that digital competence is included in at least one course in teacher-education programs, and that instrumental elements are prioritized over critical and ethical digital dimensions. The findings also highlight professors' awareness of the importance of further developing these less prominent dimensions. The challenges associated with this integration are acknowledged, and the need for future research to develop pedagogical strategies that promote the acquisition of these competencies is emphasized.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
        StartPage: 45
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Schools of Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Critical Literacy
        Type: general
      – SubjectFull: Teacher Education Curriculum
        Type: general
      – SubjectFull: Integrated Curriculum
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      – SubjectFull: Canada
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      – TitleFull: Digital Competence in Quebec's Teacher-Education Programs: Toward a Critical Perspective
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            NameFull: Gustavo Adolfo Angulo Mendoza
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              Y: 2025
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