This article has been produced by means of three points of entry: (1) recontextualization; (2) expansion-reduction movement and (3) tutors' conception and working conditions. Based on them, it analyzes the ways information and communication technologies are inscribed in the current distance learning teacher education national policy, by focusing on the assumptions and implications of the formulations which sustain the whole construction.
Technologies; Distance learning teacher education programs; Tutors; Technical and political dimensions
