Initial Secondary-School Economics Teacher Training in the Practical Use of ICT: Different European Models

In order to take advantage of the potential of ICT in education and have an impact on student learning, it is necessary that teachers learn to innovate by using these technologies in a creative way. However, pedagogical issues should not be forgotten. Therefore, in an increasingly digitalized environment, there is a clear concern to improve the digital competence of teachers. This should start at the initial teacher training stage. The aim of this paper is to present how digital competence is addressed in the initial training of secondary-school teachers of economics and business in Spain and The Netherlands. In both training plans, students identify real problems in the practice centers, investigate and provide solutions. These solutions are based on a methodological change, often related to the use of ICT. This approach is intended to initiate future teachers in teaching innovation, educational research, and the use of ICT for teaching. This paper provides two different models to improve digital competence. These models are detailed and systematized in stages. Some evidence of the work carried out by the students is also collected.