Conditions for professional digital competence: the teacher educators’ view

This study explores how Swedish teacher educators view individual, collegial, and organisational conditions framing the fulfilment of their dual didactical task, which is to use digital technology in a way that ensures student teachers graduate from teacher education (TE) with the professional digit...

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Autores principales:	Maria Lindfors, Fanny Pettersson, Anders D. Olofsson
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	dual didactical task professional digital competence teacher education teacher educators Education (General) L7-991
Acceso en línea:	https://doaj.org/article/807c54fdd34e4fab8df9695ca97a6f8c
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spelling	oai:doaj.org-article:807c54fdd34e4fab8df9695ca97a6f8c2021-11-04T15:00:43ZConditions for professional digital competence: the teacher educators’ view2000-450810.1080/20004508.2021.1890936https://doaj.org/article/807c54fdd34e4fab8df9695ca97a6f8c2021-10-01T00:00:00Zhttp://dx.doi.org/10.1080/20004508.2021.1890936https://doaj.org/toc/2000-4508This study explores how Swedish teacher educators view individual, collegial, and organisational conditions framing the fulfilment of their dual didactical task, which is to use digital technology in a way that ensures student teachers graduate from teacher education (TE) with the professional digital competence (PDC) needed for their future working lives in a digitalised school. Using a purposive sampling approach, we used thematic coding to analyse 13 semistructured interviews with teacher educators representing 21 mandatory courses in educational science at one teacher education institution in Sweden. The findings cover aspects of the teacher educators’ PDC, how to act as a digital role model for the student teachers, support in educational policy and assignments, and the possibilities for participating in continuous professional development (CPD) in PDC. This study demonstrates an urgent need to improve conditions for successful fulfilment of teacher educators’ dual didactical task. For example, TE policy requires a strong focus on digital technology and PDC. CPD activities should be easy to access in order for teacher educators to develop their PDC. Moreover, leaders at the organisational level in TE institutions should acknowledge and place higher value on teacher educators’ work to digitalise educational practices.Maria LindforsFanny PetterssonAnders D. OlofssonTaylor & Francis Grouparticledual didactical taskprofessional digital competenceteacher educationteacher educatorsEducation (General)L7-991ENEducation Inquiry, Vol 12, Iss 4, Pp 390-409 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	dual didactical task professional digital competence teacher education teacher educators Education (General) L7-991
spellingShingle	dual didactical task professional digital competence teacher education teacher educators Education (General) L7-991 Maria Lindfors Fanny Pettersson Anders D. Olofsson Conditions for professional digital competence: the teacher educators’ view
description	This study explores how Swedish teacher educators view individual, collegial, and organisational conditions framing the fulfilment of their dual didactical task, which is to use digital technology in a way that ensures student teachers graduate from teacher education (TE) with the professional digital competence (PDC) needed for their future working lives in a digitalised school. Using a purposive sampling approach, we used thematic coding to analyse 13 semistructured interviews with teacher educators representing 21 mandatory courses in educational science at one teacher education institution in Sweden. The findings cover aspects of the teacher educators’ PDC, how to act as a digital role model for the student teachers, support in educational policy and assignments, and the possibilities for participating in continuous professional development (CPD) in PDC. This study demonstrates an urgent need to improve conditions for successful fulfilment of teacher educators’ dual didactical task. For example, TE policy requires a strong focus on digital technology and PDC. CPD activities should be easy to access in order for teacher educators to develop their PDC. Moreover, leaders at the organisational level in TE institutions should acknowledge and place higher value on teacher educators’ work to digitalise educational practices.
format	article
author	Maria Lindfors Fanny Pettersson Anders D. Olofsson
author_facet	Maria Lindfors Fanny Pettersson Anders D. Olofsson
author_sort	Maria Lindfors
title	Conditions for professional digital competence: the teacher educators’ view
title_short	Conditions for professional digital competence: the teacher educators’ view
title_full	Conditions for professional digital competence: the teacher educators’ view
title_fullStr	Conditions for professional digital competence: the teacher educators’ view
title_full_unstemmed	Conditions for professional digital competence: the teacher educators’ view
title_sort	conditions for professional digital competence: the teacher educators’ view
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/807c54fdd34e4fab8df9695ca97a6f8c
work_keys_str_mv	AT marialindfors conditionsforprofessionaldigitalcompetencetheteachereducatorsview AT fannypettersson conditionsforprofessionaldigitalcompetencetheteachereducatorsview AT andersdolofsson conditionsforprofessionaldigitalcompetencetheteachereducatorsview
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Conditions for professional digital competence: the teacher educators’ view

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