Digital competencies, curriculum and physical education teacher Education

Abstract

The text aims to identify themes related to digital competences in Physical Education teacher training proposals in three countries. By content analysis, statements about media andtechnology in curricular documents from three higher education courses in Physical Educationin Australia, Brazil and New Zealand are categorized according to theoretical frameworks ofdigital skills for UNESCO and European Union teachers. The categories of “Uses of technology inthe didactic field” and “Promotion of pedagogical aspects” are the most explored. New Zealandand Australia’s proposals cover all the dimensions discussed, in contrast to the Brazilian one.It defends an organic articulation of the methodological, critical and productive dimensionsof media-education in teacher education