Abstract
The present study focuses on the integration of professional digital competence in initial teacher education programmes. Data analysed are from three national questionnaire surveys conducted among teacher educators, mentor teachers and pre-service teachers in Norway. The study shows that there are weak positive correlations between positive management, management's development support, and teacher educators' digital competence, but stronger positive correlations between teacher educators' self-reported efficacy and digital competence. Results are discussed in relation to teacher education's role in qualifying for professional work in digital classrooms.
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