The rapid advancement of artificial intelligence, datafication and algorithmic culture presents new challenges for education, calling for a critical examination of initial teacher education in increasingly complex digital contexts. This research project investigates how curricula and teacher educators’ practices within Initial Teacher Education in Computer Science programmes incorporate dimensions such as ethics, equity, privacy, security and digital inclusion. Grounded in the sociology of curriculum and the theory of knowledge recontextualisation, the project seeks to understand how knowledge related to digital culture is selected, organised and translated within Master's programmes in Computer Science Education in Portugal. Given the shortage of Computer Science teachers and their strategic role as mediators of digital culture in schools, the study combines comparative European mapping, documentary analysis and empirical research with teacher educators. The project aims to generate evidence to strengthen initial teacher education programmes and to inform public policies that promote a critical, equitable and socially responsible approach to digital education.

Objectives

The project's strategic focus is the development of evidence-informed frameworks to enhance Initial Teacher Education in Computer Science, bringing together empirical research, international perspectives, and the production of curricular and pedagogical recommendations aimed at improving Master's programmes in Computer Science Education in Portugal. The project is guided by the following research question: How do Master's programmes in Computer Science Education in Portugal integrate and operationalise education for digital justice in the preparation of future teachers?

Within this framework, the project is organised around three research objectives:

1. To identify and characterise existing Master's programmes in Computer Science Education across the European Union;
2. To map how Portuguese programmes incorporate dimensions associated with digital justice within their curricular structures;
3. To gather teacher educators' perspectives on the pedagogical practices developed within the programmes identified in Portugal.

Research Team

• Alcina de Oliveira Martins
• André Freitas (Co-Principal Investigator)
• Andreia Magalhães
• Filomena Parada
• Gabryella Rocha
• Gorete Pereira
• João Filipe Matos
• José Vasconcelos
• Louise Lima
• Vítor Duarte Teodoro (Principal Investigator)
• Flávio Ferreira (Doctoral Research Trainee)
• Tomás Mourato (Master's Research Trainee)

Associated ReLeCo(s)

• Teacher Education, Professionalism & Teachers Identities
• Learning & Innovation
• Social and Educational Mediation