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Digital teacher competence dimensions: Experiences of Norwegian preservice teachers

Meling, Ådne
Peer reviewed, Journal article
Published version
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URI
https://hdl.handle.net/11250/3012853
Date
2022
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  • Publikasjoner fra CRIStin [204]
Original version
European Journal of Education Studies. 2022, 9 (8), 141-153.   10.46827/ejes.v9i8.4409
Abstract
Most Norwegian preservice teachers are required to perform assignments relating to digital competence during their education. In this article, one such mandatory student assignment is used to explore students’ interpretations of digital teacher competence. In a study programme for future primary and lower secondary school teachers, second-year social studies students were required to develop digital teaching arrangements, apply these arrangements during their teaching practice, and finally share their experiences with their peers in online presentations. In the present study, these student presentations are used to examine how future teachers understand digital teacher competence, and a model consisting of five digital teacher dimensions is suggested. This way, the article aims to provide students and teacher educators with a conceptualisation of digital teacher competence.
Journal
European Journal of Education Studies

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