<p>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.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0587/a.php" alt="Hit counter" /></p>

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The article describes possible explanations for the relative decline in teacher salaries during recent decades. The article focuses on the Norwegian case, but the situation regarding teacher salaries in Norway is equivalent in many other countries across the globe. Based on comparisons with other professions, three contributing explanations are proposed. All of these contributing explanations relate to a common theme of flexibility. The first proposed explanation is flexibility in certification, while the second and third have to do with flexibility in hiring.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0250/a.php" alt="Hit counter" /></p>

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