Digital Competence in Teacher Education Curricula

This qualitative study aims to contribute to the discourse on teacher educators’ knowledge by examining the impact of digitalisation. To explore how digital competence is addressed in local curricula and what is expected of teacher educators (TEDs) in terms of preparing student teachers for epistem...

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Autor principal:	Ilka Nagel
Formato:	article
Lenguaje:	EN NO
Publicado:	Oslo and Akershus University College of Applied Sciences 2021
Materias:	teacher education teacher educator knowledge digital competence curricula Education (General) L7-991
Acceso en línea:	https://doaj.org/article/6b4f7c745b3b4a2f91bde9dbe5049b6d
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id	oai:doaj.org-article:6b4f7c745b3b4a2f91bde9dbe5049b6d
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spelling	oai:doaj.org-article:6b4f7c745b3b4a2f91bde9dbe5049b6d2021-12-01T13:43:57ZDigital Competence in Teacher Education Curricula 10.7577/njcie.42282535-4051https://doaj.org/article/6b4f7c745b3b4a2f91bde9dbe5049b6d2021-11-01T00:00:00Zhttps://journals.oslomet.no/index.php/nordiccie/article/view/4228https://doaj.org/toc/2535-4051 This qualitative study aims to contribute to the discourse on teacher educators’ knowledge by examining the impact of digitalisation. To explore how digital competence is addressed in local curricula and what is expected of teacher educators (TEDs) in terms of preparing student teachers for epistemic changes, I thematically analysed the programme descriptions, course descriptions, and plans for school practicum from six Norwegian teacher education institutions. The findings show that TEDs are expected to focus on the (pedagogical) use of digital tools. However, they are also supposed to teach student teachers how to foster pupils’ digital skills and digital responsibility while addressing digitalisation’s influences on society and culture, subjects’ contents, and educational practices. The findings imply that TEDs need an understanding of digitalisation’s implications for epistemic practices to foster student teachers’ digital competence and transformative digital agency. Ilka NagelOslo and Akershus University College of Applied Sciencesarticleteacher educationteacher educator knowledgedigital competencecurriculaEducation (General)L7-991ENNONordic Journal of Comparative and International Education, Vol 5, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN NO
topic	teacher education teacher educator knowledge digital competence curricula Education (General) L7-991
spellingShingle	teacher education teacher educator knowledge digital competence curricula Education (General) L7-991 Ilka Nagel Digital Competence in Teacher Education Curricula
description	This qualitative study aims to contribute to the discourse on teacher educators’ knowledge by examining the impact of digitalisation. To explore how digital competence is addressed in local curricula and what is expected of teacher educators (TEDs) in terms of preparing student teachers for epistemic changes, I thematically analysed the programme descriptions, course descriptions, and plans for school practicum from six Norwegian teacher education institutions. The findings show that TEDs are expected to focus on the (pedagogical) use of digital tools. However, they are also supposed to teach student teachers how to foster pupils’ digital skills and digital responsibility while addressing digitalisation’s influences on society and culture, subjects’ contents, and educational practices. The findings imply that TEDs need an understanding of digitalisation’s implications for epistemic practices to foster student teachers’ digital competence and transformative digital agency.
format	article
author	Ilka Nagel
author_facet	Ilka Nagel
author_sort	Ilka Nagel
title	Digital Competence in Teacher Education Curricula
title_short	Digital Competence in Teacher Education Curricula
title_full	Digital Competence in Teacher Education Curricula
title_fullStr	Digital Competence in Teacher Education Curricula
title_full_unstemmed	Digital Competence in Teacher Education Curricula
title_sort	digital competence in teacher education curricula
publisher	Oslo and Akershus University College of Applied Sciences
publishDate	2021
url	https://doaj.org/article/6b4f7c745b3b4a2f91bde9dbe5049b6d
work_keys_str_mv	AT ilkanagel digitalcompetenceinteachereducationcurricula
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Digital Competence in Teacher Education Curricula

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