scholarly journals Editorial Introduction - Digital Competence in Teacher Education across Europe

2021 ◽  
Vol 5 (4) ◽  
pp. 1-4
Author(s):  
Adrian McDonagh ◽  
Tonje H. Giæver ◽  
Louise Mifsud ◽  
Josephine Milton
Keyword(s):  
Teacher Education ◽  
Editorial Introduction ◽  
Digital Competence

scholarly journals Editorial: Perspectives on teachers’ transdisciplinary professional competence

2020 ◽  
Vol 4 (3-4) ◽  
pp. 1-8
Author(s):  
Bjørn Smestad ◽  
Monica Johannesen ◽  
Hanne Christensen
Keyword(s):  
Teacher Education ◽  
Research And Development ◽  
21St Century ◽  
Professional Competence ◽  
Digital Competence ◽  
Teacher Qualification ◽  
Teacher Competences ◽  
Core Concepts ◽  
Diversity Competence

What are the prevalent understandings of the concept of teachers’ professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education (such as diversity, research and development (R&D) and digital competence) contribute in forming teachers’ professional competence? This special issue’s contributions address a variety of perspectives on core concepts for understanding the complexity of teachers’ professional competence. They define, question and criticize the prevalent epistemological and ontological understandings within teacher qualification. They include theoretical and empirical papers addressing a variety of perspectives on teacher qualification and teachers’ professional competence, with a particular focus on the role of modes of knowledge, learning arenas and multidisciplinarity as contributors to transdisciplinary goals in teacher qualification. In addition, contributions illustrate dimensions of teachers’ professional competences such as teachers’ diversity competence, teachers’ R&D competence and teachers’ digital competence. 

scholarly journals The Digital Gender Gap in Teacher Education: The TPACK Framework for the 21st Century

2021 ◽  
Vol 11 (4) ◽  
pp. 1333-1349
Author(s):  
Isabel María Gómez-Trigueros ◽  
Cristina Yáñez de Aldecoa
Keyword(s):  
Teacher Education ◽  
Gender Gap ◽  
Initial Teacher Education ◽  
Self Perception ◽  
Digital Competence ◽  
Trainee Teachers ◽  
Teaching Competence ◽  
Ict Tools ◽  
Spanish Universities ◽  
University Classrooms

The main goal of this research is to explore whether there are any differences by gender regarding the Digital Competence of Teachers (DCT), both in-training and in-service. Simultaneously, the specific goals of the research are to analyse which are the methodologies, including technological, that are being implemented in university classrooms and to evaluate possible new interventions to reduce the digital gender gap. This study is exploratory and descriptive. It relies upon three instruments that have been validated by experts: a questionnaire to collect teachers’ in-training perception, a second questionnaire to show in-service teachers’ perception regarding their knowledge of technologies, and a rubric to analyse in-service teachers’ self-perception regarding methodologies that employ technology. Over three academic years, data were collected from a sample of 914 trainee teachers and 194 professors from several Spanish universities. The results show that, concerning the teaching task, compared to men, the female participants have a very poor self-perception in terms of their Digital Teaching Competence, as well as a lower predisposition towards technologies. We conclude by emphasising the need to transform teaching methodologies in initial teacher education by means of the correct inclusion of ICT tools.

scholarly journals PROFESSIONAL DIGITAL COMPETENCE IN LANGUAGE EDUCATION

2021 ◽  
Author(s):  
Elmira Tazhibayeva ◽  
Natalya Mirza
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Education ◽  
Scientific Production ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Digital Competence ◽  
Exclusion Criteria ◽  
Language Teacher Education ◽  
Scopus Database

This article aims to unpack the term ‘professional digital competence’ and similar notions in language teacher education, to explore the existing Digital Competence Frameworks and their constituents. We also targeted to identify the most relevant findings in terms of digital competence of university language teachers through the analysis of scientific production in specialized literatures in the last decade (2012-2022). A search was carried out on Scopus database. After applying the inclusion and exclusion criteria, the sample was made up of 11 articles. The main findings helped to reveal the list of aspects investigated in terms of technology enhanced-foreign language teaching.

Professional Digital Competence in Teacher Education

2014 ◽  
Vol 9 (04) ◽  
pp. 243-249
Author(s):  
Geir Ottestad ◽  
Marijana Kelentrić ◽  
Gréta Björk Guðmundsdóttir
Keyword(s):  
Teacher Education ◽  
Digital Competence

What Does Professional Digital Competence Mean in Teacher Education?

2014 ◽  
Vol 9 (04) ◽  
pp. 280-298
Author(s):  
Andreas Lund ◽  
Anniken Furberg ◽  
Jonas Bakken ◽  
Kirsti Lyngvær Engelien
Keyword(s):  
Teacher Education ◽  
Digital Competence

scholarly journals Digitalization of teacher education

2020 ◽  
Vol 4 (3-4) ◽  
pp. 56-71
Author(s):  
Andreas Lund ◽  
Toril Aagaard
Keyword(s):  
Teacher Education ◽  
Embodied Cognition ◽  
Student Teachers ◽  
Digital Technologies ◽  
Digital Competence ◽  
Epistemic Practices

This paper examines emerging epistemologies in the wake of increased digitalization and the extent to which student teachers are prepared for such epistemologies in their teacher education (TE) programs. Although there are a number of studies on digital epistemologies, few have examined the implications of digitally extended, embedded, and embodied cognition and the ensuing epistemic practices. This study’s analytic focus is partly on a number of project proposals that reflect some of these trends and partly on two surveys of (and some interviews with) student teachers at two universities who were engaged in developing their professional digital competence (PDC) as part of the TE programs. The surveys and interviews indicate that TE tends to focus on the use of digital technologies and less on addressing deeper, epistemological issues in efforts to foster student teachers’ PDC. These findings signify a gap between emerging epistemological trends and how student teachers are prepared for such trends. We conclude by suggesting a focus on digital, epistemic, and transformative agency for TE to cope with the increased digitalization of epistemic practices.

scholarly journals Hvor godt er lærere forberedt på den digitale hverdagen?

2021 ◽  
pp. 57-86
Author(s):  
Greta Björk Gudmundsdottir ◽  
Julius K. Björnsson
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Digital Technology ◽  
Digital Competence ◽  
Student Activities ◽  
Teaching Activities ◽  
Information And Communication ◽  
Analytical Tools

How well are teachers prepared for digital technology in their work? In this chapter, we report on questions in the TALIS 2018 survey concerning information and communication technology (ICT). Teachers were asked how they use digital technology for student activities, how prepared they are for digital practice, and how they assess their own need for continuous professional development (CDP) related to using digital technology in a classroom setting. This chapter is divided into two main parts. In the first part, we introduce previous research in the field of digital competence. We look at how the use of digital technology has evolved in Norwegian schools and how it has been supported by various educational reforms. We also refer to frameworks and various analytical tools to better understand students’ digital competence and teachers’ professional digital competence (PDC). Furthermore, we consider the role of teacher education in developing teachers’ and student teachers’ PDC. In the second part of the chapter, we present findings from TALIS 2018. Here we highlight teachers’ needs and participation in CPD, the preparations they have received in teacher education, and how they use digital technology to promote students’ learning and engagement in various teaching activities. Findings on classroom management in technology-savvy environments are presented, and the general use of ICT within a Nordic comparative perspective is discussed. In conclusion, we summarize the most important findings and raise issues in need of further research.

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