Digital Teacher Competence Dimensions: Experiences of Norwegian Preservice Teachers
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| Title: | Digital Teacher Competence Dimensions: Experiences of Norwegian Preservice Teachers |
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| Language: | English |
| Authors: | Meling, Ådne (ORCID |
| Source: | Online Submission. 2022 9(8):141-153. |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education Secondary Education |
| Descriptors: | Digital Literacy, Preservice Teachers, Teacher Education Programs, Assignments, Technological Literacy, Pedagogical Content Knowledge, Teaching Methods, Teacher Educators, Foreign Countries, Social Studies, Videoconferencing, Computer Software, Elementary School Teachers, Secondary School Teachers, Decision Making, Information Technology |
| Geographic Terms: | Norway |
| ISSN: | 2501-1111 |
| Abstract: | Most Norwegian preservice teachers are required to perform assignments relating to digital competence during their education. In this article, one such mandatory student assignment is used to explore students' interpretations of digital teacher competence. In a study programme for future primary and lower secondary school teachers, second-year social studies students were required to develop digital teaching arrangements, apply these arrangements during their teaching practice, and finally share their experiences with their peers in online presentations. In the present study, these student presentations are used to examine how future teachers understand digital teacher competence, and a model consisting of five digital teacher dimensions is suggested. This way, the article aims to provide students and teacher educators with a conceptualisation of digital teacher competence. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED628514 |
| Database: | ERIC |
| Abstract: | Most Norwegian preservice teachers are required to perform assignments relating to digital competence during their education. In this article, one such mandatory student assignment is used to explore students' interpretations of digital teacher competence. In a study programme for future primary and lower secondary school teachers, second-year social studies students were required to develop digital teaching arrangements, apply these arrangements during their teaching practice, and finally share their experiences with their peers in online presentations. In the present study, these student presentations are used to examine how future teachers understand digital teacher competence, and a model consisting of five digital teacher dimensions is suggested. This way, the article aims to provide students and teacher educators with a conceptualisation of digital teacher competence. |
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| ISSN: | 2501-1111 |
