Digital Teacher Competence Dimensions: Experiences of Norwegian Preservice Teachers

Abstract

<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>

Students’ and Teachers’ Perception on the Development of Local Wisdom Module to Increase Student Learning Outcome

“…Teachers are usually required to master various competencies (Meling, 2022), one of which is no less important is the teacher's skills in preparing teaching materials to be applied to learning activities.…”