Abstract
The purpose of this study is to examine how secondary student teachers are educated to teach with ICT through an English as a Second Language (ESL) didactics course offered at a teacher education program in Norway. Using a case study methodology, four cohorts of postgraduate student teachers were examined over 4 academic semesters. The students were qualifying to teach ESL in secondary school. Data were collected through surveys, participant observations, and semi-structured interviews. A theoretical model for digital competence development was used as an analytical lens in the data analysis. Findings indicate that the mastery and appropriation of teaching ESL with ICT varies amongst student teachers. Through their studies, the overall digital competence development is both enabled and inhibited by a number of factors such as modeling, scaffolding learning experiences, linking theory and practice, reflection, access to resources and support, innovative assessment practices, and collaborative learning. The implications that these findings have for teacher education are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
