{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,23]],"date-time":"2026-03-23T22:50:58Z","timestamp":1774306258345,"version":"3.50.1"},"reference-count":54,"publisher":"Emerald","issue":"3","license":[{"start":{"date-parts":[[2019,6,3]],"date-time":"2019-06-03T00:00:00Z","timestamp":1559520000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["IJILT"],"published-print":{"date-parts":[[2019,6,3]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>The construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers\u2019 preparation and their future professional practice. The paper aims to discuss these issues.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>The authors present the analysis of practice of design and implementation of learning scenarios in teachers\u2019 initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>The results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title><jats:p>Results show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>Therefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature.<\/jats:p><\/jats:sec>","DOI":"10.1108\/ijilt-11-2018-0131","type":"journal-article","created":{"date-parts":[[2019,5,13]],"date-time":"2019-05-13T05:35:21Z","timestamp":1557725721000},"page":"266-283","source":"Crossref","is-referenced-by-count":20,"title":["Redesigning initial teacher\u2019s education practices with learning scenarios"],"prefix":"10.1108","volume":"36","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7434-0321","authenticated-orcid":false,"given":"Ana","family":"Pedro","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4118-397X","authenticated-orcid":false,"given":"Jo\u00e3o","family":"Piedade","sequence":"additional","affiliation":[]},{"given":"Jo\u00e3o Filipe","family":"Matos","sequence":"additional","affiliation":[]},{"given":"Neuza","family":"Pedro","sequence":"additional","affiliation":[]}],"member":"140","reference":[{"key":"key2020092310322294500_ref001","doi-asserted-by":"crossref","first-page":"257","DOI":"10.1111\/j.1365-2729.2006.00175.x","article-title":"Trainee teachers\u2019 views on what helps them to use information and communication technology effectively in their subject teaching","volume":"22","year":"2006","journal-title":"Journal of Computer Assisted Learning"},{"issue":"1","key":"key2020092310322294500_ref002","first-page":"48","article-title":"Technology use by pre-service teachers during teaching practice: are new teachers embracing technology right away in their first teaching experience?","volume":"33","year":"2017","journal-title":"Australasian Journal of Educational Technology"},{"key":"key2020092310322294500_ref003","unstructured":"BECTA (2004), \u201cEducational research into the use of ICT in initial teacher training (ITT) \u2013 a selection of abstracts and further sources\u201d, available at: www.secondarymathsite.co.uk\/ICT\/Research\/ICT%20and%20ITT%20bibliography.pdf0 (accessed June 6, 2018)."},{"key":"key2020092310322294500_ref004","volume-title":"Overview of Research on the Integration of ICT in Initial Teacher Education","year":"2017"},{"issue":"1","key":"key2020092310322294500_ref039","doi-asserted-by":"publisher","first-page":"56","DOI":"10.5176\/2345-7163_2.1.44","article-title":"Teachers and technology: a complicated relationship","volume":"2","year":"2014","journal-title":"GSTF International Journal on Education"},{"issue":"3","key":"key2020092310322294500_ref005","first-page":"599","article-title":"From the university to the elementary classroom: students\u2019 experiences in learning to integrate technology in instruction","volume":"14","year":"2006","journal-title":"Journal of Technology and Teacher Education"},{"issue":"1","key":"key2020092310322294500_ref006","doi-asserted-by":"crossref","first-page":"43","DOI":"10.1016\/S0953-5438(00)00023-0","article-title":"Five reasons for scenario-based design","volume":"13","year":"2000","journal-title":"Interacting with Computers"},{"key":"key2020092310322294500_ref007","volume-title":"Studies in Expansive Learning: Learning What is Not Yet There","year":"2016"},{"issue":"2","key":"key2020092310322294500_ref008","doi-asserted-by":"crossref","first-page":"423","DOI":"10.1016\/j.compedu.2012.02.001","article-title":"Teacher beliefs and technology integration practices: a critical relationship","volume":"59","year":"2012","journal-title":"Computers & Education"},{"key":"key2020092310322294500_ref009","unstructured":"European Schoolnet (2018), \u201cNorway \u2013 country report on ICT in education\u201d, available at: www.eun.org (accessed January 5, 2019)."},{"key":"key2020092310322294500_ref010","article-title":"Interven\u00e7\u00e3o pedag\u00f3gica sobre p\u00e1ginas web din\u00e2micas. Relat\u00f3rio da pr\u00e1tica de ensino supervisionada","year":"2018"},{"issue":"2","key":"key2020092310322294500_ref011","doi-asserted-by":"crossref","first-page":"93","DOI":"10.1080\/13664530903043939","article-title":"What happens as student teachers who made very good use of ICT during pre-service training enter their first year of teaching?","volume":"13","year":"2009","journal-title":"Teacher Development"},{"issue":"5","key":"key2020092310322294500_ref012","doi-asserted-by":"publisher","first-page":"555","DOI":"10.1080\/00313831.2016.1172501","article-title":"Examining the relationship between teachers\u2019 self-efficacy, their digital competence, strategies to evaluate information, and use of ICT at school","volume":"61","year":"2017","journal-title":"Scandinavian Journal of Educational Research"},{"issue":"2","key":"key2020092310322294500_ref013","doi-asserted-by":"crossref","first-page":"30","DOI":"10.7238\/rusc.v12i2.2458","article-title":"Teacher training: technology helping to develop an innovative and reflective professional profile","volume":"12","year":"2015","journal-title":"RUSC. Universities and Knowledge Society Journal"},{"issue":"2","key":"key2020092310322294500_ref014","doi-asserted-by":"crossref","first-page":"117","DOI":"10.1080\/08993408.2018.1509580","article-title":"Pedagogical content knowledge in computing education: a review of the research literature","volume":"28","year":"2018","journal-title":"Computer Science Education"},{"key":"key2020092310322294500_ref015","doi-asserted-by":"crossref","first-page":"37","DOI":"10.1016\/j.tate.2017.05.016","article-title":"Educating digitally competent teachers: a study of integration of professional digital competence in teacher education","volume":"67","year":"2017","journal-title":"Teaching and Teacher Education"},{"issue":"4","key":"key2020092310322294500_ref016","first-page":"83","article-title":"Evaluating strategies used to incorporate technology into preservice education: a review of the literature","volume":"38","year":"2006","journal-title":"Journal of Research on Technology in Education"},{"issue":"1","key":"key2020092310322294500_ref017","first-page":"60","article-title":"What is technological pedagogical content knowledge?","volume":"9","year":"2009","journal-title":"Contemporary Issues in Technology and Teacher Education"},{"issue":"3","key":"key2020092310322294500_ref018","doi-asserted-by":"crossref","first-page":"13","DOI":"10.1177\/002205741319300303","article-title":"What is technological pedagogical content knowledge (TPACK)?","volume":"193","year":"2013","journal-title":"Journal of Education"},{"key":"key2020092310322294500_ref019","volume-title":"Learning and Teaching with Technology in Higher Education \u2013 A Systematic Review","year":"2018"},{"issue":"8","key":"key2020092310322294500_ref020","doi-asserted-by":"crossref","first-page":"90","DOI":"10.1145\/1145287.1145293","article-title":"Pair programming improves student retention, confidence, and program quality","volume":"49","year":"2006","journal-title":"Communications of the ACM"},{"key":"key2020092310322294500_ref021","volume-title":"As tecnologias de informa\u00e7\u00e3o e comunica\u00e7\u00e3o na forma\u00e7\u00e3o inicial dos professores: Retrato da situa\u00e7\u00e3o","year":"2004"},{"key":"key2020092310322294500_ref400","volume-title":"Princ\u00edpios orientadores para o desenho de cen\u00e1rios de aprendizagem","year":"2014"},{"key":"key2020092310322294500_ref022","unstructured":"Matos, J.F. and Pedro, N. (2008), \u201cArticula\u00e7\u00e3o entre a forma\u00e7\u00e3o inicial e a forma\u00e7\u00e3o continua de professores e educadores na dimens\u00e3o TIC: Princ\u00edpios de orienta\u00e7\u00e3o\u201d, in Costa, F. (Eds), Estudo Compet\u00eancias TIC, Vol. II, GEPE, Lisboa, pp. 164-179."},{"issue":"3","key":"key2020092310322294500_ref023","first-page":"181","article-title":"Scenario based education as a framework for understanding students engagement and learning in a project management simulation game","volume":"13","year":"2015","journal-title":"The Electronic Journal of e-Learning"},{"issue":"6","key":"key2020092310322294500_ref024","doi-asserted-by":"crossref","first-page":"1017","DOI":"10.1111\/j.1467-9620.2006.00684.x","article-title":"Technological pedagogical content knowledge: a framework for teacher knowledge","volume":"108","year":"2006","journal-title":"Teachers College Record"},{"key":"key2020092310322294500_ref025","unstructured":"OECD (2009), \u201cICT in initial teacher training: research reviews\u201d, available at: www.oecd.org\/edu\/ceri\/ceriictandinitialteachertrainingresearchreviews.htm (accessed June 6, 2018)."},{"key":"key2020092310322294500_ref026","doi-asserted-by":"crossref","DOI":"10.1787\/9789264265097-en","volume-title":"Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills","author":"OECD","year":"2016"},{"key":"key2020092310322294500_ref027","unstructured":"OECD (2018), \u201cThe future of education and skills, education 2030\u201d, available at: www.oecd.org\/education\/2030\/ (accessed January 9, 2019)."},{"issue":"3","key":"key2020092310322294500_ref028","doi-asserted-by":"crossref","first-page":"1084","DOI":"10.1016\/j.compedu.2006.10.006","article-title":"Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice","volume":"50","year":"2008","journal-title":"Computers & Education"},{"key":"key2020092310322294500_ref029","doi-asserted-by":"crossref","unstructured":"Pedro, N., Matos, J.F. and Pedro, A. (2014), \u201cDigital technologies, teachers\u2019 competences, students\u2019 engagement and future classroom: iTEC project\u201d, in Rensing, C., Freitas, S., Ley, T. and Mu\u00f1oz-Merino, P.J. (Eds), Open Learning and Teaching in Educational Communities, Springer International Publishing, Graz, pp. 582-583, doi: 10.1007\/978-3-319-11200-8_80.","DOI":"10.1007\/978-3-319-11200-8_80"},{"key":"key2020092310322294500_ref030","volume-title":"Os diretores escolares e a integra\u00e7\u00e3o das tecnologias nas escolas: an\u00e1lise da profici\u00eancia, utiliza\u00e7\u00e3o das tecnologias e rela\u00e7\u00e3o com as pr\u00e1ticas dos professores. (Tese de Doutoramento em Educa\u00e7\u00e3o na especialidade em Tecnologias da Informa\u00e7\u00e3o e Comunica\u00e7\u00e3o apresentada ao Instituto de Educa\u00e7\u00e3o da Universidade de Lisboa)","year":"2017"},{"issue":"3","key":"key2020092310322294500_ref031","first-page":"45","article-title":"Secondary pre-service teachers\u2019 perceptions of technological pedagogical content knowledge (TPACK): what do they really think?","volume":"35","year":"2019","journal-title":"Australasian Journal of Educational Technology"},{"issue":"1","key":"key2020092310322294500_ref032","doi-asserted-by":"crossref","first-page":"39","DOI":"10.1080\/21532974.2011.10784678","article-title":"The pre-service technology training experiences of novice teachers","volume":"28","year":"2011","journal-title":"Journal of Digital Learning in Teacher Education"},{"issue":"1","key":"key2020092310322294500_ref033","first-page":"29","article-title":"Preservice teachers\u2019 self-assessment using technology: determining what is worthwhile and looking for changes in daily teaching and learning practices","volume":"14","year":"2006","journal-title":"Journal of Technology and Teacher Education"},{"key":"key2020092310322294500_ref401","unstructured":"TEL@FTELab (2018), available at: http:\/\/ftelab.ie.ulisboa.pt\/tel\/gbook\/ (accessed February 7, 2019)."},{"issue":"1","key":"key2020092310322294500_ref034","first-page":"71","article-title":"A context-aware learning system based on generic scenarios and the theory in didactic anthropology of knowledge","volume":"5","year":"2008","journal-title":"International Journal of Computer & Applications"},{"key":"key2020092310322294500_ref035","doi-asserted-by":"crossref","first-page":"70","DOI":"10.1016\/j.compedu.2017.11.009","article-title":"The role of value on teachers\u2019 internalization of external barriers and externalization of personal beliefs for classroom technology integration","volume":"118","year":"2018","journal-title":"Computers & Education"},{"issue":"1","key":"key2020092310322294500_ref036","doi-asserted-by":"crossref","first-page":"150","DOI":"10.1080\/15391523.2002.10782376","article-title":"When technology meets beliefs: preservice teacher\u2019s perception of the teacher\u00b4s role in the classroom with computers","volume":"35","year":"2002","journal-title":"Journal of Research on Technology in Education"},{"issue":"2","key":"key2020092310322294500_ref037","doi-asserted-by":"crossref","first-page":"145","DOI":"10.26417\/ejser.v11i2.p145-154","article-title":"Predictors of ICT use in teaching in different educational domains","volume":"11","year":"2017","journal-title":"European Journal of Social Sciences Education and Research"},{"key":"key2020092310322294500_ref038","doi-asserted-by":"crossref","first-page":"16","DOI":"10.3102\/0013189X11428813","article-title":"Design-based research: a decade of progress in education research?","volume":"41","year":"2012","journal-title":"Educational Researcher"},{"issue":"12","key":"key2020092310322294500_ref040","doi-asserted-by":"crossref","first-page":"1156","DOI":"10.1109\/32.738344","article-title":"Requirements development in scenario-based design","volume":"24","year":"1998","journal-title":"IEEE Transactions on Software Engineering"},{"key":"key2020092310322294500_ref041","unstructured":"Clark, R. (2009), \u201cAccelerating expertise with scenario-based learning\u201d, Learning Blueprint, American Society for Teaching and Development, Merrifield, VA, pp. 84-85."},{"key":"key2020092310322294500_ref042","volume-title":"Learning by Expanding: An Activity-theoretical Approach to Developmental Research","year":"1987"},{"key":"key2020092310322294500_ref043","volume-title":"Survey of Schools: ICT in Education","author":"European Commission","year":"2010"},{"key":"key2020092310322294500_ref044","unstructured":"European Commission (2018), \u201cSupporting school innovation across Europe\u201d, Final Report to DG Education and Culture of the European Commission, available at: www.schooleducationgateway.eu\/en\/pub\/resources\/innovation (accessed February 7, 2019)."},{"key":"key2020092310322294500_ref045","article-title":"Activity theory as a conceptual framework for the analysis of technology enhanced learning settings","year":"2018"},{"key":"key2020092310322294500_ref046","unstructured":"Matos, J.F., Pedro, N. and Pedro, A. (2017a), \u201cInitial teachers\u2019 education practices within a technology enriched learning environment: project FTELab\u201d, in Gomes, M.J., Os\u00f3rio, A.J. and Valente, A.L. (Eds), Livro de Atas da Confer\u00eancia Internacional de TIC na Educa\u00e7\u00e3o Challenges 2017, Instituto de Educa\u00e7\u00e3o da Universidade do Minho, Braga, pp. 329-359, available at: www.nonio.uminho.pt\/challenges\/atas\/"},{"key":"key2020092310322294500_ref047","first-page":"7918","article-title":"Redesigning the initial teachers\u2019 education practices: project FTE-Lab","year":"2017"},{"key":"key2020092310322294500_ref048","unstructured":"OECD (2011), \u201cBuilding a high-quality teaching profession. Lessons from around the world\u201d, available at: www2.ed.gov\/about\/inits\/ed\/internationaled\/background.pdf"},{"key":"key2020092310322294500_ref049","volume-title":"Educating the Reflective Practitioner","year":"1987"},{"issue":"2","key":"key2020092310322294500_ref050","doi-asserted-by":"crossref","first-page":"4","DOI":"10.3102\/0013189X015002004","article-title":"Those who understand: knowledge growth in teaching","volume":"15","year":"1986\/2008","journal-title":"Educational Researcher"},{"key":"key2020092310322294500_ref051","volume-title":"Cultivating Communities of Practice","year":"2002"},{"issue":"1-2","key":"key2020092310322294500_ref052","doi-asserted-by":"crossref","first-page":"65","DOI":"10.1016\/S0169-2046(99)00071-7","article-title":"Using scenarios to make decisions about the future: anticipatory learning for the adaptive co-management of community forests","volume":"47","year":"2000","journal-title":"Landscape and Urban Planning"}],"container-title":["The International Journal of Information and Learning Technology"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/IJILT-11-2018-0131\/full\/xml","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/IJILT-11-2018-0131\/full\/html","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,7,24]],"date-time":"2025-07-24T22:56:04Z","timestamp":1753397764000},"score":1,"resource":{"primary":{"URL":"http:\/\/www.emerald.com\/ijilt\/article\/36\/3\/266-283\/133600"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2019,6,3]]},"references-count":54,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2019,6,3]]}},"alternative-id":["10.1108\/IJILT-11-2018-0131"],"URL":"https:\/\/doi.org\/10.1108\/ijilt-11-2018-0131","relation":{},"ISSN":["2056-4880"],"issn-type":[{"value":"2056-4880","type":"print"}],"subject":[],"published":{"date-parts":[[2019,6,3]]}}}