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Digital Teacher Competence Dimensions: Experiences of Norwegian Preservice Teachers

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Title: Digital Teacher Competence Dimensions: Experiences of Norwegian Preservice Teachers
Language: English
Authors: Meling, Ådne (ORCID 0000-0002-3972-6023)
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
FullText Text:
  Availability: 0
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  Data: Digital Teacher Competence Dimensions: Experiences of Norwegian Preservice Teachers
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2022 9(8):141-153.
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 13
        StartPage: 141
    Subjects:
      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Assignments
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      – SubjectFull: Technological Literacy
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Social Studies
        Type: general
      – SubjectFull: Videoconferencing
        Type: general
      – SubjectFull: Computer Software
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Decision Making
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      – SubjectFull: Information Technology
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      – SubjectFull: Norway
        Type: general
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      – TitleFull: Digital Teacher Competence Dimensions: Experiences of Norwegian Preservice Teachers
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