Digital compliance or professional competence? Representations of teachers and digital futures in the Norwegian Qualification Framework

Abstract

ABSTRACT This paper presents a document analysis of the Norwegian qualification framework Professional Digital Competence Framework for Teachers (PDC) to explore the underlying assumptions within the policy. Employing a post-structural policy analysis, the paper analyses the representation of the ‘problem’ of PDC by asking what the document does in relation to teachers’ professionalism. To do this, the analysis explores the underlying assumptions of the policy document and its construction of the problem. The paper argues that the policy document is constructing a particular image of a digital future and presenting the teacher as the ‘problem’ in realising this imagined future. The paper discusses the discursive effects of this policy and explores the implications for the teaching profession.