From digital competence to Professional Digital Competence

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...

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Autores principales:	Aslaug Grov Almås, Agnete Andersen Bueie, Toril Aagaard
Formato:	article
Lenguaje:	EN NO
Publicado:	Oslo and Akershus University College of Applied Sciences 2021
Materias:	student teachers teacher education professional digital competence Education (General) L7-991
Acceso en línea:	https://doaj.org/article/47a34f6ac6b746238920f43c3c779f34
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spelling	oai:doaj.org-article:47a34f6ac6b746238920f43c3c779f342021-12-01T13:43:56ZFrom digital competence to Professional Digital Competence10.7577/njcie.42332535-4051https://doaj.org/article/47a34f6ac6b746238920f43c3c779f342021-11-01T00:00:00Zhttps://journals.oslomet.no/index.php/nordiccie/article/view/4233https://doaj.org/toc/2535-4051 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. Aslaug Grov AlmåsAgnete Andersen BueieToril AagaardOslo and Akershus University College of Applied Sciencesarticlestudent teachersteacher educationprofessional digital competenceEducation (General)L7-991ENNONordic Journal of Comparative and International Education, Vol 5, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN NO
topic	student teachers teacher education professional digital competence Education (General) L7-991
spellingShingle	student teachers teacher education professional digital competence Education (General) L7-991 Aslaug Grov Almås Agnete Andersen Bueie Toril Aagaard From digital competence to Professional Digital Competence
description	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.
format	article
author	Aslaug Grov Almås Agnete Andersen Bueie Toril Aagaard
author_facet	Aslaug Grov Almås Agnete Andersen Bueie Toril Aagaard
author_sort	Aslaug Grov Almås
title	From digital competence to Professional Digital Competence
title_short	From digital competence to Professional Digital Competence
title_full	From digital competence to Professional Digital Competence
title_fullStr	From digital competence to Professional Digital Competence
title_full_unstemmed	From digital competence to Professional Digital Competence
title_sort	from digital competence to professional digital competence
publisher	Oslo and Akershus University College of Applied Sciences
publishDate	2021
url	https://doaj.org/article/47a34f6ac6b746238920f43c3c779f34
work_keys_str_mv	AT aslauggrovalmas fromdigitalcompetencetoprofessionaldigitalcompetence AT agneteandersenbueie fromdigitalcompetencetoprofessionaldigitalcompetence AT torilaagaard fromdigitalcompetencetoprofessionaldigitalcompetence
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From digital competence to Professional Digital Competence

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