Integrating Digital Technologies in Accounting Preservice Teacher Education

Ana Luísa Rodrigues

doi:10.4018/ijthi.293200

Abstract

The importance of developing technological skills at the undergraduate level to form better professionals is no longer questionable, assuming a particular role in subjects as accounting education. However, it appears that technologies are still weakly used in education and training. This article intends to analyse i) how students' technological skills development can be promoted, ii) in what way the integration of digital technologies in the curriculum is managed, and iii) what influence teaching, assessment and learning methods have, in the development of generic skills, especially technological skills. Presents a case study in the master's degree in Economics and Accounting Teaching, that forms teachers to vocational secondary education in this area. A qualitative approach was used with the support of participant observation and a questionnaire to finalist students. The case study is based on the active teacher training model that promotes technological skills using teaching and assessment methods for active learning.

Highlights

The accounting literacy plays an increasingly important role in the training of qualified professionals at various areas and levels of education promoting the democratic participation of citizens (Karatzimas, 2020)
In addition to issues associated with values and ethics, it is important to analyse issues related to generic skills, which include technological skills
The results presented and analysed in this study were based on the data collected, through participant observation about work done by the students and their perception of the master’s, and technological skills developed, through the questionnaire

Summary

Introduction

The accounting literacy plays an increasingly important role in the training of qualified professionals at various areas and levels of education promoting the democratic participation of citizens (Karatzimas, 2020). The importance of studying this issue at the various levels of education and with regard to teacher education (OECD, 2020; Rodrigues, 2020). In addition to issues associated with values and ethics, it is important to analyse issues related to generic skills, which include technological skills. Following the COVID-19 pandemic, the importance of technological skills in education was further emphasised. The impact on students that have had to rely on their own resources to continue learning remotely and in teachers to adapt to new pedagogical concepts and modes of teaching delivery, was significant

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Discussion

Conclusion