Expressing Professional Identity through Blogging - A Case Study of Blogging in the Study of the Subject of Norwegian in Pre-School Teacher Education

Abstract

This article shows how blogging was used in a course in Norwegian in preschool teacher education, and investigates how professional identity was expressed in the blogs. We investigate the students' use of the affordances of the blog medium, and connect their expressions to the five competencies of preschool teachers expressed in the Norwegian framework plan for this education (subject, didactic, social, developmental and ethical competence). Connections between professional identity, subject content and uses of ICT are thus drawn up.

From Tools to Complexity?—A Systematic Literature Analysis of Digital Competence Among Pre-service Teachers in Norway

“…Three of these articles more clearly seek to develop the concept and they apply methods such as document analysis, interviews, and literature reviews (Instefjord, 2014;Røkenes & Krumsvik, 2014;Tømte, 2013). However, the majority (7) of the purely qualitative studies report on specific digital practices or the applications of digital tools, e.g., videopapers (Krumsvik & Smith, 2009), blogging (Kvåle & Rambø, 2015), online discussion forums (Strømman, 2015), or podcasting (Carson et al, 2021). Røkenes and Krumsvik (2014) pointed out that previous reviews and studies had lacked in the area of 'microor interactional levels focusing on showcasing daily teaching practices and activities with ICT' (p. 251).…”

“…Thus, digital competence in early childhood teacher education appears to have been less in focus, at least in the English peer-reviewed literature. Kvåle and Rambø (2015), reporting on the use of blogging in a course in Norwegian, do not define PDC but connect with the field through mentioning the 'growing research interest in the uses of ICT in Norwegian teacher education' and referring to other relevant articles. There is also a link to the PDC models presented in other articles, stressing the importance of relating ICT use to specific subjects.…”

“…Explicit definitions of digital competence are either lacking (Helgevold & Moen, 2015;Helleve et al, 2013;Krumsvik & Smith, 2009;Kvåle & Rambø, 2015) or become unclear in the presentation of multiple perspectives (Instefjord, 2014;Røkenes & Krumsvik, 2014;Tømte, 2013). Still, the studies from this period reveal that the understanding of digital competence in the field is in a process of maturing, from one with a limited focus on learning to use digital tools into a more pedagogical orientation stressing that digital tools should support teaching and learning.…”

Evaluation of pre-service and in-service teachers´ digital competence in Anhui province, China

“…For example, the study of Záhorec, Hašková, Poliaková, et al Theme IV: Developing digital competence skills. Five studies focus on giving an overview of how participants´ digital competence has been fostered in a training program (Brevik et al, 2019;Instefjord & Munthe, 2017;Kvale & Rambo, 2015;Novella-García & Cloquell-Lozano, 2021;Starčič et al, 2016). In this category, three articles Theme V: Designing and developing an evaluation instrument or framework for teacher training.…”

“…For instance, for improving pre-service teachers´ digital competence in the area of security and responsibility, Gordillo, Barra, Garaizar, et al (2021), Gordillo, Barra, López-Pernas, et al (2021 and Gordillo et al (2019) Theme IV: Developing digital competence skills. Five studies overview how participants´ digital competence has been fostered in a training program (Brevik et al, 2019;Instefjord & Munthe, 2017;Kvale & Rambo, 2015;Novella-García & Cloquell-Lozano, 2021;Starčič et al, 2016). In this category, there are three main findings for studies concerning developing teachers´ digital competence in training projects in this category.…”