Abstract
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.
Highlights
Over the past two decades, the issue of teacher quality has received increasing international attention
I will illustrate the patterns and outline the differences in ways of addressing teachers’ digital competence (TDC) depending on the extent to which it was integrated into the documents
Themes Addressing TDC This section provides an overview of the following seven themes identified in the data: (1) digital tools, (2) digital didactics and pedagogy, (3) pupils’ basic and digital skills, (4) culture, society and democracy, (5) digital responsibility and ethical awareness, (6) professional digital competence (PDC) and (7) development and transformation
Summary
Over the past two decades, the issue of teacher quality has received increasing international attention. The European Commission mapped out the education systems in Europe to identify the necessary competences regarding what a teacher should know and be able to do, resulting in the development of teacher competence frameworks (European Commission/EACEA/Eurydice, 2019). These frameworks can be seen as declarations of political intentions for what ought to be taught in teacher education. Political and professional discussions have begun, there is no clear description of what teacher educators (TEDs) are expected to know and be able to do (Goodwin et al, 2014; Kelchtermans et al, 2018).
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