scholarly journals From digital competence to Professional Digital Competence

2021 ◽  
Vol 5 (4) ◽  
pp. 70-85
Author(s):  
Aslaug Grov Almås ◽  
Agnete Andersen Bueie ◽  
Toril Aagaard
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Development Project ◽  
Educational Opportunities ◽  
Major Area ◽  
Digital Competence ◽  
Personal Lives ◽  
Professional Careers ◽  
Digital Knowledge ◽  
Group Interviews

The authors of this article have collaborated as part of a steering group for Norwegian state-funded research and development project designed to enhance the professional digital competence (PDC) of both teacher educators, practising, and student teachers. In this article, we give voice to students’ experiences of their PDC development during teacher education (TE). We investigate their ideas on how TE might be developed to prepare them better for professional careers in a digital context. The participants are studying at a Norwegian university where, from 2018 to 2021, PDC has become a major area of focus as part of the aforementioned project. The data consist of four group interviews with 17 students from different campuses. We find that student teachers employ a broad range of digital technologies during TE. They experience a diversity of digital didactical practices and engage in thematic discussions concerning digitalization. They also utilise many technologies and apply the digital knowledge they have acquired in their personal lives. While some of them request more technical support during TE, most want to see TE engaging them in more critical discussions about the educational opportunities and challenges that digitalization offers. We discuss some of the dilemmas that TE must address to respond to these findings. In particular, we elaborate on how students’ digital experiences can be used as a resource when preparing for their professional roles as teachers.

«Oj, skal vi gjøre dette i dag?» Lærerstudenter og lærerutdanneres meningsdanning i en estetisk workshop med fokus på skapende dans

2016 ◽  
Vol 7 (1) ◽  
pp. 28-41
Author(s):  
Birgitte Nordahl Husebye ◽  
Kristine Høeg Karlsen
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Aesthetic Experience ◽  
The Body ◽  
Aesthetic Quality ◽  
Creative Processes ◽  
Bodily Expression ◽  
Physical Education Students ◽  
Group Interviews ◽  
The Aesthetic

Abstract This study aim to investigate the perceptions and experiences of student teachers and teacher-educators when participating in an interdisciplinary workshop in which they were to create and explore their own expressive movements and others’ bodily expression. The study employed a qualitative approach, and in order to acquire access to the informants’ lifeworld and their immediate and mediated experiences, open focus group interviews were conducted after the workshop. We base our analysis on inductive coding (Corbin & Strauss, 2015), which then were interpreted in the light of Dewey’s (1934) understanding of the aesthetic experience and Merleau-Ponty’s (1994) phenomenological notion of the body. Our analysis demonstrates that the informants are unfamiliar with using bodily expression, nor do they believe that they have the knowledge or skills needed to create movement and dance, which may explain why they struggle to engage with the creative process. By observing the dances others had created, the informants discovered that there was no right or wrong way of expressing movement. They became a little more open and the experience acquired what Dewey (1934) describes as an aesthetic quality. The music students and teacher-educators are inquisitive and open to using these kinds of creative processes in school. The physical education students have a more reserved attitude to the inclusion of dance, confirming findings in other studies. Based on these results there seems to be a need to create more room for processes that aim for aesthetic abilities in teaching-education.

scholarly journals A Qualitative Investigation of Pre-Service English as a Foreign Language (EFL) Teacher Opinions

2015 ◽  
Author(s):  
Leyla Tercanlioglu
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Strategy ◽  
English Teacher ◽  
Education Students ◽  
Education Experience ◽  
Efl Teacher ◽  
Teacher Education Department ◽  
Group Interviews

Pre-service English teacher education students’ perceptions of their education experience provide greater insight into developing an effective teaching strategy in English teacher education. The objectives for the study were: (1) to identify issues of interest or concern to the department and (2) to determine satisfaction levels concerning departmental issues. Data were drawn from focus group interviews involving 5 student- teachers in each of 5 groups. The findings showed that the English teacher education department students thought that the department was not fulfilling many of its purposes, although there were some strengths. Identifying what students think can help to open English teacher educators’ eyes and minds to the realities of the English teacher education both locally and globally.

scholarly journals Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching

2016 ◽  
Vol 10 (2) ◽  
pp. 311-328 ◽  
Author(s):  
Fredrik Mørk Røkenes
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Digital Storytelling ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Information And Communications Technology ◽  
Research Approach ◽  
Structured Interviews ◽  
Digital Competence

Hensikten med denne studien er å utforske hvordan bruken av digitale fortellinger i lærerutdanningen kan bidra til å utvikle lektorstudenters digitale kompetanse og fremme innovativ bruk av IKT i engelskundervisningen. Gjennom bruken av kasusstudie og en design-basert forskningstilnærming beskriver denne studien to gjennomføringer og design-sykluser av et verksted med bruk av digitale fortellinger ved en norsk lærerutdanning hvor det overordnede målet var å vise innovative og hensiktsmessige måter å integrere IKT i engelskundervisningen. En digital kompetansemodell er brukt som linse i dataanalysen hvor datamaterialet kommer fra en kvantitativ spørre-undersøkelse, feltobservasjoner, refleksjonslogger, digitale artefakter og semi-strukturerte intervjuer. Studiens funn viser en rekke tilnærmingsmåter som kan tas i bruk i gjennomføringen av verksted i digitale fortellinger, slik som modellering av integrering av IKT og vurdering med IKT, stillasbygging ved studentaktive læringsopplevelser med IKT, og brobygging mellom teori og praksis gjennom refleksjon. Implikasjoner for lærerutdanningen blir diskutert.Nøkkelord: profesjonsfaglig digital kompetanse, digitale fortellinger, lærer-studenter, lærerutdannere, lærerutdanning, engelsk fagdidaktikkAbstractThe purpose of this study is to examine how the use of digital storytelling (DST) in teacher education can help develop digital competence in secondary school English as a second language (ESL) student teachers, and promote the innovative use of information and communications technology (ICT) in ESL teaching. Following a case methodology and a design-based research approach, the study reports on two iterative design cycles of a DST workshop held at a Norwegian teacher education program where the aim was to promote secondary ESL student teachers’ digital competence and showcase innovative ways of integrating ICT into ESL teaching. A digital competence model is used as a research lens for the data analysis where data come from a quantitative survey, participant observations, reflection logs, digital artifacts, and semi-structured interviews. Findings point to a number of approaches that can be used in the workshop design such as modeling ICT integration and assessment, scaffolding student-active learning experiences with ICT, and linking theory and practice through reflection. Implications for teacher education are discussed. Keywords: professional digital competence, digital storytelling, student teachers, teacher educators, teacher education, ESL didactics

scholarly journals Digital Competence in Teacher Education Curricula

2021 ◽  
Vol 5 (4) ◽  
pp. 104-122
Author(s):  
Ilka Nagel
Keyword(s):  
Teacher Education ◽  
Qualitative Study ◽  
Student Teachers ◽  
Teacher Educators ◽  
Digital Tools ◽  
Digital Competence ◽  
Epistemic Practices ◽  
Digital Skills ◽  
Digital Agency ◽  
The Impact

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.

scholarly journals “I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

2019 ◽  
Vol 29 (1) ◽  
pp. 56-70
Author(s):  
Crystal Sieger
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Music Teacher ◽  
Music Teacher Identity ◽  
Group Interviews ◽  
Axial Coding ◽  
Music Education Majors

Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

scholarly journals Elementary Students’ First Approach to Computational Thinking and Programming

2021 ◽  
Vol 11 (2) ◽  
pp. 80
Author(s):  
Susanne Kjällander ◽  
Linda Mannila ◽  
Anna Åkerfeldt ◽  
Fredrik Heintz
Keyword(s):  
Elementary School ◽  
Longitudinal Research ◽  
Computational Thinking ◽  
School Curriculum ◽  
Digital Competence ◽  
Policy And Practice ◽  
Positive Attitudes ◽  
Design For Learning ◽  
Students First ◽  
Group Interviews

Digital competence and programming are actively highlighted areas in education worldwide. They are becoming part of curricula all over the world, including the Swedish elementary school curriculum, Children are expected to develop computational thinking through programming activities, mainly in mathematics—which are supposed to be based on both proven experience and scientific grounds. Both are lacking in the lower grades of elementary school. This article gives unique insight into pupils’ learning during the first programming lessons based on a group of Swedish pupils’ experiences when entering school. The goal of the article is to inform education policy and practice. The large interdisciplinary, longitudinal research project studies approximately 1500 students aged 6–16 and their teachers over three years, using video documentation, questionnaires, and focus group interviews. This article reports on empirical data collected during the first year in one class with 30 pupils aged 6–7 years. The social semiotic, multimodal theoretical framework “Design for Learning” is used to investigate potential signs of learning in pupils’ multimodal representations when they, for example, use block programming in the primary and secondary transformation unit. We show that young pupils have positive attitudes to programming and high self-efficacy, and that pupils’ signs of learning in programming are multimodal and often visible in social interactions.

scholarly journals Conditions for professional digital competence: the teacher educators’ view

2021 ◽  
pp. 1-20
Author(s):  
Maria Lindfors ◽  
Fanny Pettersson ◽  
Anders D. Olofsson
Keyword(s):  
Teacher Educators ◽  
Digital Competence

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

LEARNING INCLUSIVELY IN HIGHER EDUCATION: A PROBLEM-BASED APPROACH

2016 ◽  
pp. 105-121
Author(s):  
Sunanta Klibthong ◽  
Joseph Agbenyega
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Problem Based Learning ◽  
Teacher Preparation Program ◽  
Chat Rooms ◽  
Reflective Journal ◽  
Group Activities ◽  
Inclusive Learning ◽  
Teachers Experiences ◽  
The Status

This paper gives an account of a teacher preparation program in which a problem based learning approach was used to enact inclusive learning among student teachers. Taking a postmodernist perspective, the student teachers' experiences of participation in group activities on a problem-based scenario in an Australian university was documented through chat-rooms, online postings and reflective journal writings. Knowledge about peer interaction and communities of learning relationship, reflective practice and opportunity to manage difference and question the status quo are areas that were highlighted by the students. We concluded that problem-based learning is transformative and that whatever teacher educators expect their student teachers to do in their teaching contexts when they graduate, they need to give them the opportunity to practise these in their learning during training.

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