From digital competence to Professional Digital Competence
Student teachers’ experiences of and reflections on how teacher education prepares them for working life
DOI:
https://doi.org/10.7577/njcie.4233Keywords:
student teachers, teacher education, professional digital competenceAbstract
The authors of this article have collaborated as part of a steering group for Norwegian state-funded research and development project designed to enhance the professional digital competence (PDC) of both teacher educators, practising, and student teachers. In this article, we give voice to students’ experiences of their PDC development during teacher education (TE). We investigate their ideas on how TE might be developed to prepare them better for professional careers in a digital context. The participants are studying at a Norwegian university where, from 2018 to 2021, PDC has become a major area of focus as part of the aforementioned project. The data consist of four group interviews with 17 students from different campuses. We find that student teachers employ a broad range of digital technologies during TE. They experience a diversity of digital didactical practices and engage in thematic discussions concerning digitalization. They also utilise many technologies and apply the digital knowledge they have acquired in their personal lives. While some of them request more technical support during TE, most want to see TE engaging them in more critical discussions about the educational opportunities and challenges that digitalization offers. We discuss some of the dilemmas that TE must address to respond to these findings. In particular, we elaborate on how students’ digital experiences can be used as a resource when preparing for their professional roles as teachers.
Downloads
Metrics
References
Arstorp, A.-T. (2015). Teknologi på læreruddannelsen – en forestillet eller en realiseret praksis? En virksomhedsteoretisk analyse af objekter, motiver og rettetheder på samfunds-, institutions- og undervisningsniveau. Doktorafhandling. Aarhus Universitet. https://pure.au.dk/portal/files/87307660/AfhandlingArstorp.pdf
Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Aanesland, T. S. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86, 1-15. https://doi.org/10.1016/j.tate.2019.07.005
Busch, T. (2013). Akademisk skriving for bachelor- og masterstudenter. Fagbokforlaget.
Calderhead, J., (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43–51. https://doi.org/10.1016/0742-051X(89)90018-8
Creswell, J. W. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson Education, Inc.
Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Journal of Teacher Edu-cation, 57(3), 300–314. https://doi.org/10.1177/0022487105285962
Daus, S., Aamodt, P. O., & Tømte, C. (2019). Profesjonsfaglig digital kompetanse i lærerutdanningene. Undersøkelse av tilstand, holdninger og ferdigheter ved fem grunnskolelærerutdanninger. NIFU. http://hdl.handle.net/11250/2602702
Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D., & Slykhuis, D. A. (2017). Teacher educator tech-nology competencies. Journal of Technology and Teacher Education, 25(4), 413–448. https://www.learntechlib.org/p/181966/
Gravett, S., de Beer, J., Odendaal-Kroon, R., & Merseth, K. (2017). The affordance of case-based teach-ing for the professional learning of student-teachers. Journal of Curriculum Studies, 49(3), 369–390. https://doi.org/10.1080/00220272.2016.1149224
Gudmundsdottir, G. B., Loftsgarden, M., & Ottestad, G. (2014). Nyutdanna lærarar: Profesjonsfagleg digital kompetanse og røynsler med IKT i lærarutdanninga. Senter for IKT i utdanninga. https://www.udir.no/contentassets/fb484acf74dc4eb3bea0f16bf9995641/nul-rapport_nynorsk.pdf
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital compe-tence: implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
Gudmundsdottir, G. B., & Hatlevik, O. E. (2020). “I just Google it”- Developing professional digital competence and preparing student teachers to exercise responsible ICT use. Nordic Journal of Comparative and International Education (NJCIE), 4(3), 39-55. https://doi.org/10.7577/njcie.3752
Hacking, I. (1999). The social construction of what? Harvard University Press.
Helleve, I., Almås, A.G., & Bjørkelo, B. (2013). Use of social networking sites in education: govern-mental recommendations and actual use. Nordic Journal of Digital Literacy, 8(4), 191–207. https://doi.org/10.18261/ISSN1891-943X-2013-04-02
Helleve, I., Almås, A. G., & Bjørkelo, B. (2019). Becoming a professional digital competent teacher. Professional Development in Education, 46(2), 324-336. https://doi.org/10.1080/19415257.2019.1585381
Hjukse, H., Aagaard, T., Bueie, A. A., Moser, T., & Vika, K. S. (2020). Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse. Acta Didactica Norden, 14(1), 1-27. https://doi.org/10.5617/adno.8023
Illeris, K. (2009). Kompetanse, læring og utdannelse. Nordisk Pedagogik, 2(29), 194–209. https://doi.org/10.18261/ISSN1891-5949-2009-02-03
Kelentrić, M., Helland, K., & Arstorp, A-T. (2017). Rammeverk for læreres profesjonsfaglige kompet-anseutvikling. https://www.udir.no/kvalitet-og-kompetanse/profesjonsfaglig-digital-kompetanse/rammeverk-larerens-profesjonsfaglige-digitale-komp/
Kirschner, A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142. https://doi.org/10.1016/j.tate.2017.06.001
Klemp, T. (2013). Refleksjon – hva er det, og hvilken betydning har den i utdanning til profesjonell lærerpraksis? Uniped, 36(1), 52-58. https://doi.org/10.3402/uniped.v36i1.20957
Körrkö, M., Kÿrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55(1), 198–206. https://doi.org/10.1016/j.tate.2016.01.014
Korthagen, F., & Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance profes-sional growth. Teacher and Teaching, 11(1), 47–71. https://doi.org/10.1080/1354060042000337093
Krumsvik, R. J. (red.) (2016). Digital læring i skole og lærerutdanning (2. utg.). Universitetsforlaget.
LaBosky, V. K., (1994). Development of reflective practice: A study of preservice teachers. Teachers College Press.
Lund, A., Furberg, A., & Gudmundsdottir, G. (2019). Expanding and embedding digital literacies: Trans-formative agency in education. Media & Communication, 7(2), 47–58. https://doi.org/10.17645/mac.v7i2.1880
Lund, A., & Aagaard, T. (2020). Digitalization of teacher education: Are we prepared for epistemic change? Nordic Journal of Comparative and International Education (NJCIE), 4(3), 56–71. https://doi.org/10.7577/njcie.3751
Ministry of Education and Research (2014). Knowledge Promotion. http://www.regjeringen.no/en/dep/kd/Selected-topics/compulsoryeducation/Knowledge-Promotion.html?id=1411
Molander, A., & Terum, L.I. (2008). Profesjonsstudier. Universitetsforlaget.
Nelson, M. J., Voithofer, R., & Cheng, S.-L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers & Education, 128, 330–344. https://doi.org/10.1016/j.compedu.2018.09.023
NOU 2014:7 (2014). Elevenes læring i fremtidens skole. Kunnskapsdepartementet. https://www.regjeringen.no/contentassets/e22a715fa374474581a8c58288edc161/no/pdfs/nou201420140007000dddpdfs.pdf
Schön, D. (1987). Educating the reflective practitioner. Jossey-Bass.
The Norwegian Media Authority (2020). Barn og medier 2020. En kartlegging av 9–18-åringers digitale medievaner. Medietilsynet.
Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134–150. https://doi.org/10.1016/j.compedu.2015.11.009
Tømte, C., Kårstein, A., & Olsen, D. S. (2013). IKT i lærerutdanningen: På vei mot profesjonsfaglig digital kompetanse? NIFU. https://nifu.brage.unit.no/nifuxmlui/handle/11250/280429
Yin, R. K. (2018). Case study research and applications: design and methods (6th ed.). SAGE.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in col-lege- and university-based education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671
Aagaard, T., & Lund, A. (2020). Digital Agency in Higher Education: Transforming Teaching and Learning. Routledge. https://doi.org/10.4324/9780429020629
Aagaard, T., Bueie, A. A., & Hjukse, H. (in review). Teacher educator in a digital age: A study of trans-formative agency. Journal of Digital Literacy.
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Aslaug Grov Almås, Agnete Andersen Bueie, Toril Aagaard
This work is licensed under a Creative Commons Attribution 4.0 International License.
Declaration on copyright
- The author/s will keep their copyright and right of reproduction of their own manuscript, with the work simultaneously licensed under a Creative Commons Attribution License, but give the journal a permanent right to 1) present the manuscript to the public in the original form in which it was digitally published and 2) to be registered and cited as the first publication of the manuscript.
- The author itself must manage its financial reproduction rights in relation to any third-parties.
- The journal does not provide any financial or other remuneration for contributions submitted.
- Readers of the journal may print the manuscripts presented under the same conditions that apply to reproduction of a physical copy. This means that mass reproduction of physical copies or production of copies for commercial purposes is not permitted without the agreement of the author/s.
