Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse

Hjukse, Hjørdis; Bueie, Agnete Andersen; Aagaard, Toril; Moser, Thomas; Vika, Karl Solbu

doi:10.5617/adno.7852

Cited by 3 publications

(4 citation statements)

References 12 publications

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“…There have been many attempts to create a framework that explains, defines or facilitates teacher's pedagogical digital competence, such as TPACK (Mishra and Koehler, 2006), SAMR (Puentedura, 2015), and DigCompEdu (Punie and Redecker, 2017); however, these models offer little concrete recommendations and guidelines for defining and developing teacher's professional digital competence (PDC) and can therefore be seen as quite generic (Hjukse et al, 2020). Professional Digital Competence Framework for Teachers framework, developed by Kelentrić et al (2017) for The Norwegian Centre for ICT in Education, was launched by the Norwegian Directory of Education and Training and was chosen to frame this study due to its relevance to the context and design that has targeted primary and secondary education in particular.…”

Section: Teacher's Professional Digital Competence and Classroom Mana...mentioning

confidence: 99%

Teachers’ Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom

et al. 2022

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This case study investigates primary school teachers’ perceptions of their role and practices regarding classroom management in technology-rich classrooms. The data was collected through individual and focus group interviews, observation and a survey at a school where implementation of digital technologies has been a high priority over several years. The study identifies complexity and contemporary elements in teachers’ perceived role and practices, as the rapid evolution of ICT requires teachers to constantly keep up-to-date, gain new competencies and evaluate their practices to be able to facilitate learning in physical classrooms that have expanded to the digital space. In this process, the role of leadership, collegial collaboration, good teacher-pupil relationships and teachers’ ability to adapt and take up a role of a learner have been found pivotal.

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Section: Teacher's Professional Digital Competence and Classroom Mana...mentioning

confidence: 99%

Teachers’ Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom

et al. 2022

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“…Forskning på digital kompetanse i en laererutdanningskontekst inkluderer studier om hvordan laererutdanninger implementerer digital kompetanse i studiene (Amdam et al, 2022;Thorvaldsen, 2020), dokumentanalyser av ulike styringsdokumenter (Arstorp, 2021) og hvilke erfaringer laererstudenter og nyutdannede laerere har med å utvikle sin digitale kompetanse gjennom studiet (Almås et al, 2021;Gudmundsdottir & Hatlevik, 2018;Johannesen & Øgrim, 2020). Empiriske studier om laererutdanneres erfaring med, og utvikling av, digital kompetanse er imidlertid et underforsket område (Hjukse et al, 2020;Lund & Aagaard, 2020;Røkenes et al, 2022;Örtegren, 2022).…”

Section: Tidligere Forskning På Laererutdanneres Digitale Kompetanseunclassified

“…Utviklingen av laererutdanneres digitale kompetanse har vaert gjennomgående svakt forankret i laererutdanningene (Hjukse et al, 2020;Kelentrić et al, 2017;Krumsvik et al, 2012). Flere studier viser imidlertid at kollegabasert veiledning, tilgjengelig teknisk support, kritisk refleksjon, pedagogiske diskusjoner, tid på arbeidsplanen og administrativ støtte har stor betydning for om laererutdannere prioriterer å utvikle sin digitale kompetanse eller ikke (Almås, 2021;Amdam et al, 2022;Andreasen et al, 2022;Røkenes et al, 2022;Aagaard et al, 2022).…”

Section: Tidligere Forskning På Laererutdanneres Digitale Kompetanseunclassified

Å utvikle digital kompetanse gjennom refleksjon over kroppslige og emosjonelle erfaringer – en lærerutdanners erfaringer

Ørbæk

2022

Högre utbildning

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I denne artikkelen stilles det spørsmål om hvordan refleksjoner over kroppslige og emosjonelle erfaringer kan ha betydning for utvikling av lærerutdanneres digitale kompetanse. Datamaterialet i denne autoetnografiske studien er refleksjonsnotater fra en lærerutdanners digitale undervisning våren 2021, som anvendes til å belyse forskningsspørsmålene: Hvilke kroppslige og emosjonelle erfaringer kommer til uttrykk når en lærerutdanner underviser digitalt? Hvilken betydning har disse kroppslige og emosjonelle erfaringene for hennes valg i undervisningsøyeblikket? Og hvilken betydning kan refleksjoner over kroppslige og emosjonelle erfaringer ha for utvikling av lærerutdanneres digitale kompetanse? Ved å anvende Deweys forståelse av erfaring og Fuchs’ begreper kroppslig resonans og mellomkroppslig samspill får analysen fram hvordan det å undervise digitalt skaper affekter og emotiver som får betydning for hvilke valg lærerutdanneren gjør i undervisingsøyeblikket, for relasjonen til studentene og for lærerutdannerens opplevelse av sin egen undervisning. Funnene viser også at refleksjoner over affektive og emotive erfaringer fra digital undervisning bidrar til å synliggjøre lærerutdannerens implisitte profesjonskunnskap, og med det gjøre erfaringene betydningsfulle i lærerutdannerens utvikling av egen undervisningspraksis både digitalt og på campus. ENGLISH ABSTRACT Developing digital competence through reflection on bodily and emotional experiences – a teacher educator’s experienceThis article asks how reflections on bodily and emotional experiences can have impact on the development of teacher educators’ digital competence. The data material in this autoethnographic study are reflection notes from a teacher educator’s digital teaching in the spring of 2021, which are used to illuminate the research questions: What bodily and emotional experiences are expressed when a teacher educator teaches digitally? What significance do these bodily and emotional experiences have for her choices at the moment of teaching? And what significance can reflections on bodily and emotional experiences have for the development of teacher educators’ professional digital competence? By applying Dewey’s understanding of experience and Fuchs’ concepts of bodily resonance and interbody interaction, the analysis reveals how digital teaching creates affective and emotive experiences that have an impact on the choices the teacher educator makes at the time of teaching, for the relationship with students and for the teacher educator’s experience of her own teaching. The findings also show that reflections on affective and emotive experiences from digital teaching help to highlight the teacher educator’s implicit professional knowledge and thereby make the experiences significant in the teacher educators’ development of their own teaching practice digitally and on campus.

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“…al. 2021;Hjukse et al, 2020) have indicated that the dimensions in the PDC framework are not only intertwined but also overlapping. The present model entangles the dimensions, rearranges their content, and shows their relation in layers, similar to Krumsvik's (2014) model.…”

Section: Figure 2 Teacher Educators' Digital Competencementioning

confidence: 99%

Digital Competence in Teacher Education Curricula

Nagel

2021

NJCIE

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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.

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Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse

Cited by 3 publications

References 12 publications

Teachers’ Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom

Teachers’ Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom

Å utvikle digital kompetanse gjennom refleksjon over kroppslige og emosjonelle erfaringer – en lærerutdanners erfaringer

Digital Competence in Teacher Education Curricula

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