Abstract
Teacher education has recently been criticised for not fulfilling its obligation to adequately prepare teachers to utilise digital tools in the classroom. In this paper, we raise the question of why Norwegian teacher education does not prepare student teachers to integrate digital tools into their teaching as required by the Norwegian curriculum. We question the formal premises governing the development of digital competence in teacher education and how they correspond with the requirements of the Norwegian national education curriculum. To gain insight into this question, we analysed how digital competence is presented in the official key documents that create the framework for teacher education, and compared them to the requirements of the Norwegian National Curriculum. Our findings indicate that there is a weak link between the curriculum and the premises for digital competence in teacher
Highlights
Teacher education is a complex institution that is a part of higher education and is closely related to schools (Jahreie, 2010)
– What are the formal premises governing the development of digital competence in teacher education, and how do they correspond with the requirements of the Norwegian national curriculum?
With regards to documents pertaining to teacher education, we have focused on the White Paper St. meld. nr. 11 Læreren Rollen og utdanningen (2008– 2009) (2009), as this forms the basis for the reform; the National Curriculum Regulations for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 5–10, as these ‘provide the overarching policy’ (Regulations; Ministry of Education and Research 2010b, p. 3) for teacher education programmes; and the National Guidelines for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 1–7 and Years 5–10 (Guidelines; Ministry of Education and Research 2010a), which have their legal basis in the Regulations and supplement the Regulations
Summary
Teacher education is a complex institution that is a part of higher education and is closely related to schools (Jahreie, 2010). – What are the formal premises governing the development of digital competence in teacher education, and how do they correspond with the requirements of the Norwegian national curriculum?
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