Pre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway

Authors

  • Pattamawan Jimarkon University of Stavanger
  • Phalangchok Wanphet Nord University
  • Kenan Dikilitas University of Stavanger

DOI:

https://doi.org/10.7577/njcie.4230

Keywords:

pedagogical digitalisation, pre-service teachers, digital integration

Abstract

Digital skills are one of the key competences outlined in The European Reference Framework of Key Competences for Lifelong Learning prescribed by the EU in 2006. Integration of digital tools and resources into the classroom results in more platforms for teaching and learning activities. Teacher training programmes prepare pre-service teachers with pedagogical competencies and skills necessary for their future practices. This paper shows that pre-service teachers could overcome the pedagogical challenges during COVID-19 teaching by updating their present and future classroom teaching strategies around digital literacy. To explore further how these new teaching circumstances are understood and reflected on by pre-service teachers, the researchers collected written reflections of 52 pre-service teachers in Norway using an open-ended survey about their digital integration experiences in their practicum. This paper offers analyses of the reflections inductively to reveal the teachers’ process of development of their classroom teaching strategies as influenced by new digitalisation-related experiences. The findings show low levels of digital integration according to the SAMR model but moderate to high levels of satisfaction among pre-service teachers of digital practices. In the light of these findings, this study offers pedagogical technological implications for teachers and teacher educators who work with teacher education curricula.

Downloads

Download data is not yet available.

References

Aam, P., Bakken, P., Boilard, M.C., Kvistad, E. & Rørnes, K. (2017). Primary and Lower Secondary Teacher Education in Norway: Further Information. NOKUT. www.nokut.no/globalassets/nokut/rapporter/ua/2017/pls-teacher-education-in-norway-further-information_2017.pdf

Al-Hazza, T. C. (2017). The tension in pre-service teachers’ explorations of tablet technology for literacy purposes: Positive beliefs and practical shortcomings. Teacher Development, 21(5), 704–721. https://doi.org/10.1080/13664530.2017.1338195

Beijaard, D. (2019). Teacher learning as identity learning: Models, practices, and topics. Teachers and Teaching, 25(1), 1–6. https://doi.org/10.1080/13540602.2019.1542871

Beijaard, D., & Meijer, P. C. (2017). Developing the personal and professional in making a teacher identity. In J. D. Clandinin & H. Jukka (Eds.), The SAGE handbook of research on teacher education (Vol. 1, pp. 177–192). SAGE.

Crompton, H., & Burke, D. (2020). Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework. Computers & Education, 156. https://doi.org/10.1016/j.compedu.2020.103945

Croxall, B. & Koh, A. (2013). Digital Pedagogy?, A Digital Pedagogy Unconference. http://www.briancroxall.net/digitalpedagogy/what-is-digital-pedagogy/

Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums. Asia-Pacific Education Researcher, 27(6), 441–453. https://doi.org/10.1007/s40299-018-0404-3

Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: Teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586–595. https://doi.org/10.1080/02607476.2020.1799708

Ellis, V., Steadman, S., & Mao, Q. (2020). ‘Come to a screeching halt’: Can change in teacher education during the covid-19 pandemic be seen as innovation? European Journal of Teacher Education, 43(4), 559–572. https://doi.org/10.1080/02619768.2020.1821186

Engen B. K. (2019). Understanding social and cultural aspects of teachers’ digital competencies. Comunicar, 27(61), 9–19. https://doi.org/10.3916/C61-2019-01

Engeness, E. (2021). Developing teachers’ digital identity: Towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96-114. https://doi.org/10.1080/02619768.2020.1849129

Erstad, O. (2006). A new direction? Education and Information Technologies, 11(3-4), 415–429. https://doi.org/10.1007/s10639-006-9008-2

González-Calvo, G., Varea, V., & Martínez-Álvarez, L. (2020). ‘I feel, therefore I am’: Unpacking preservice physical education teachers’ emotions. Sport, Education and Society, 25(5), 543–555. https://doi.org/10.1080/13573322.2019.1620202

Gran, L., Petterson, D., & Mølstad, C. E. (2019). Digital bildung: Norwegian students’ understanding of teaching and learning with ICT. Nordic Journal of Digital Literacy, 14(1-2), 23–36. https://doi.org/10.18261/issn.1891-943x-2019-01-02-03

Gudmundsdottir, G. & Hatlevik, O. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education, European Journal of Teacher Education, 41(2), 214–231. http://doi.org/10.1080/02619768.2017.1416085

Hoel, T., Chen, W., & Lu, Y. (2020). Teachers’ perceptions of data management as educational resource. Nordic Journal of Digital Literacy, 3(3), 178–189. https://doi.org/10.18261/issn.1891-943x-2020-03-04

Hung, M.-L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers & Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012

Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55. https://doi.org/10.1016/j.ijinfomgt.2020.102183

Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016

Kelentrić, M., Helland, K. & Arstorp, A. (2017). Professional digital competence framework for teachers. The Norwegian Centre for ICT in Education.

Kidd, W., & Murray, J. (2020). The covid-19 pandemic and its effects on teacher education in England: How teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4), 542–558. https://doi.org/10.1080/02619768.2020.1820480

Kreijns, K., Vermeulen, M., Kirschner, P. A., Buuren, H. van, & Acker, F. V. (2013). Adopting the integrative model of behaviour prediction to explain teachers’ willingness to use ICT: A perspective for research on teachers’ ICT usage in pedagogical practices. Technology, Pedagogy and Education, 22(1), 55–71. https://doi.org/10.1080/1475939X.2012.754371

la Velle L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: Challenges and opportunities. Journal of Education for Teaching, 46(4), 596–608. https://doi.org/10.1080/02607476.2020.1803051

Lashley, M., Acevedo, M., Cotner, S., Lortie, C. (2020). How the ecology and evolution of the COVID-19 pandemic changed learning. Ecology and Evolution, 10(22), 12412–12417. https://doi.org/10.1002/ece3.6937

Maclean, R. & White, S. (2007). Video reflection and the formation of teacher identity in a team of pre‐service and experienced teachers. Reflective Practice, 8(1), 47–60. https://doi.org/10.1080/14623940601138949

Madsen, S. S. (2020). What is the motivation of Norwegian and New Zealand teacher educators for using digital technology when teaching? Nordic Journal of Comparative and International Education, 4(2), 42–63. https://doi.org/10.7577/njcie.3826

McGrath, C. (2020). When good intentions may not be good enough. Nordic Journal of Digital Literacy, 4(4), 274–284.https://doi.org/10.18261/issn.1891-943x-2020-04-05

Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers & Education, 58(1), 449–458. https://doi.org/10.1016/j.compedu.2011.08.028

Puentedura, R. (2012). The SAMR model: Six exemplars. http://www.hippasus.com/rrpweblog/archives/2012/ 08/14/SAMR_SixExemplars.pdf

Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y

Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers’ professional identity formation: Between being born as a teacher and becoming one. Educational Studies, 35(4), 361–361. https://doi.org/10.1080/03055690802648317

Teng, F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers’ practicum experiences. Australian Journal of Teacher Education, 42(11), 117–134. http://dx.doi.org/10.14221/ajte.2017v42n11.8

Tomasik, M. J., Helbling, L. A., & Moser, U. (2020). Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the covid-19 pandemic school closures in Switzerland. International Journal of Psychology. https://doi.org/10.1002/ijop.12728

Trent, J. (2018). ‘Fitting in’ or ‘being different’? Integration, separation, and identity construction during a teaching practicum in Hong Kong. Teacher Development, 22(4), 571–586. https://doi.org/10.1080/13664530.2018.1466722

Vygotsky, L. S. (1981). The development of higher forms of attention in childhood. In J. V. Wertsch (Ed. and Trans.), The concept of activity in Soviet psychology (pp. 191–240). M. E. Sharpe.

Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641

Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469–491. https://doi.org/10.1080/02671522.2014.932830

Yuen, A. H. K., & Ma, W. W. K. (2008). Exploring teacher acceptance of e‐learning technology. Asia-Pacific Journal of Teacher Education, 36(3), 229–243. https://doi.org/10.1080/13598660802232779

Zhao, H., & Zhang, X. (2017). The Influence of field teaching practice on pre-service teachers’ professional identity: A mixed methods study. Frontiers in Psychology, 24(8), 1264. https://doi.org/10.3389/fpsyg.2017.01264

Downloads

Published

2021-11-30

How to Cite

Jimarkon, P., Wanphet, P., & Dikilitas, K. . (2021). Pre-service Teachers’ Digital Experiences through Digital Pedagogical Practices in Norway. Nordic Journal of Comparative and International Education (NJCIE), 5(4), 86–103. https://doi.org/10.7577/njcie.4230