Digital competence frameworks in teacher education-A literature review

Abstract

The role of the teacher in digital education is unconditional. Using ICT in the classroom is crucial for students' education and teachers' professional development. Qualitative teacher preparation plays an essential role in their further pedagogical practice. However, the lack of a digital competencies framework in initial education can cause problems in the subsequent practice of teachers. This paper analyzes the relevant literature that presents the available ICT competency frameworks to evaluate pre-service teachers' digital competence levels. The findings indicate a lack of pre-service teachers' digital competencies framework that can guide them in their initial preparation and develop digital competencies before actual practice. Generally, this paper provides an overview of digital competencies frameworks for teachers and their components, as well as information and recommendations to those responsible for initial teacher education program development and the integration of technologies into initial teacher education.