The role of multidisciplinarity in developing teachers’ professional digital competence

Authors

  • Monica Johannesen OsloMet - Oslo Metropolitan University
  • Leikny Øgrim OsloMet - Oslo Metropolitan University

DOI:

https://doi.org/10.7577/njcie.3735

Keywords:

teacher education, professional digital competence, multidisciplinarity, transdisciplinarity, material structures

Abstract

In this article, we describe how multidisciplinary activities in a teacher education programme fostered the development of student teachers’ professional digital competence. Based on naturally occurring and interview data, the authors present three distinct periods of Norwegian teachers’ education with a focus on developing professional digital competence required by national and local regulations; we then present the OsloMet teacher education programme multidisciplinary activities that take place during these three periods. We discuss how various implementation approaches support student teachers´ professional digital competence (PDC) in particular teaching of, with and about technology. The authors conclude that locally implemented material structures are crucial to implementing student teachers’ professional digital competence and arranging for emerging transdisciplinary activities. As such, student teachers’ PDC can be described as a well-orchestrated system of multi-, inter- or transdisciplinary activities that develop student teachers’ competencies in teaching of, with and about technology.

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Author Biography

Leikny Øgrim, OsloMet - Oslo Metropolitan University

Professor, Department of Primary and Secondary Education, Faculty of Education and International Studies

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Published

2020-12-29

How to Cite

Johannesen, M., & Øgrim, L. (2020). The role of multidisciplinarity in developing teachers’ professional digital competence. Nordic Journal of Comparative and International Education (NJCIE), 4(3-4), 72–89. https://doi.org/10.7577/njcie.3735