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

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 tra...

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Autores principales:	Pattamawan Jimarkon Zilli, Phalangchok Wanphet, Kenan Dikilitas
Formato:	article
Lenguaje:	EN NO
Publicado:	Oslo and Akershus University College of Applied Sciences 2021
Materias:	pedagogical digitalisation pre-service teachers digital integration Education (General) L7-991
Acceso en línea:	https://doaj.org/article/6a3b3d384c3147df8e9439abe1b671df
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spelling	oai:doaj.org-article:6a3b3d384c3147df8e9439abe1b671df2021-12-01T13:43:57ZPre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway10.7577/njcie.42302535-4051https://doaj.org/article/6a3b3d384c3147df8e9439abe1b671df2021-11-01T00:00:00Zhttps://journals.oslomet.no/index.php/nordiccie/article/view/4230https://doaj.org/toc/2535-4051 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. Pattamawan Jimarkon ZilliPhalangchok WanphetKenan DikilitasOslo and Akershus University College of Applied Sciencesarticlepedagogical digitalisationpre-service teachersdigital integrationEducation (General)L7-991ENNONordic Journal of Comparative and International Education, Vol 5, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN NO
topic	pedagogical digitalisation pre-service teachers digital integration Education (General) L7-991
spellingShingle	pedagogical digitalisation pre-service teachers digital integration Education (General) L7-991 Pattamawan Jimarkon Zilli Phalangchok Wanphet Kenan Dikilitas Pre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway
description	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.
format	article
author	Pattamawan Jimarkon Zilli Phalangchok Wanphet Kenan Dikilitas
author_facet	Pattamawan Jimarkon Zilli Phalangchok Wanphet Kenan Dikilitas
author_sort	Pattamawan Jimarkon Zilli
title	Pre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway
title_short	Pre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway
title_full	Pre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway
title_fullStr	Pre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway
title_full_unstemmed	Pre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway
title_sort	pre-service teachers' digital experiences through digital pedagogical practices in norway
publisher	Oslo and Akershus University College of Applied Sciences
publishDate	2021
url	https://doaj.org/article/6a3b3d384c3147df8e9439abe1b671df
work_keys_str_mv	AT pattamawanjimarkonzilli preserviceteachersdigitalexperiencesthroughdigitalpedagogicalpracticesinnorway AT phalangchokwanphet preserviceteachersdigitalexperiencesthroughdigitalpedagogicalpracticesinnorway AT kenandikilitas preserviceteachersdigitalexperiencesthroughdigitalpedagogicalpracticesinnorway
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Pre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway

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