the comments and suggestions from three anonymous reviewers-these reviews have greatly improved the clarity of presentation and reasoning.

No abstract

My four-year PhD journey has come to an end and made me realize that this would not have been possible without the tremendous support and encouragement from so many people. First, my most sincere gratitude goes to my main supervisor professor, Rolf Vegar Olsen. With a great balance between giving me the freedom and responsibility to shape my projects, and the continued support and guidance to reach my (sometimes far-fetched) goals, this has been an interesting, fun, challenging, and personally and professionally enriching journey. You have always provided academic guidance, and your support, encouragement, and constructive feedback on my work have been extremely valuable to me. I would also like to give my deepest thanks to my co-supervisor, professor Ove Edvard Hatlevik, whom I got halfway through. Your support, valuable comments, and engaging discussions have been immensely important to me. I am also grateful to my second co-supervisor, professor Ola Erstad, who introduced me to the core of the field and has offered his support and useful comments at various stages of my work. My heartfelt thanks go to professor Mark Wilson at the Berkeley Evaluation and Assessment Research Center at the University of California, Berkeley. Thank you so much for supporting my work and generously providing resources and collaborators for all my visits to Berkeley. I feel extremely lucky to have had the chance to work on such a novel assessment and to have been guided by you. I also want to thank David Torres Irribarra for applying for the Peder Saether Center grant with me. Daniel Stansfield, thank you so much for the initial introduction to the technicalities of the assessment software. I am infinitely grateful to my co-author and friend Ronny Scherer. You are indeed a great researcher, but for me also a role model in many ways. Thank you for increasing the quality of my work, for making me sweat and work hard, and for the many great laughs which made all the efforts worth it. Also a huge thanks goes to my co-authors Jo Tondeur, Inger Throndsen, and Perman Gochyeev for the collaboration, motivation, help, and discussions. Your support and generosity have meant a lot to me, and I feel fortunate to have had all of you as co-authors. I need to go a little back in time and thank

The main objective of this study is to develop a self-report instrument to measure preservice teachers' perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities. The questionnaire items of this instrument were drawn up on the basis of a synthesis of 19 qualitative studies (Authors et al., 2012) and were reviewed by experts in the field. In order to study its reliability and aspects of validity, data were collected and analysed consisting of a sample of 688 pre-service teachers in Flanders (Belgium). The resulting scale showed highly satisfactory psychometric properties. Item response theory revealed a good fit of the measurement to a Rating Scale Model for 22 out of 24 items. The results also indicate that the items differ in their degree of difficulty. It seems that helping pre-service teachers to design ICT-rich lessons and providing adequate feedback can be considered more challenging for teacher training institutions.Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes.

The main aim of this study is to validate an instrument to measure teachers' emphasis on the development of students' digital information and communication skills (TEDDICS), a construct that describes a qualitative aspect of ICT use beyond mere frequency reports.TEDDICS was conceptualized by focusing on digital skills such as accessing, evaluating, and sharing and communicating digital information. We validated TEDDICS with respect to its factorial structure, relations to further teacher-related variables (e.g., ICT self-efficacy), background characteristics (age and gender), and main subject differences. The Norwegian

In a very short time, secondary school education across the globe transitioned to online learning and teaching, in response to the Covid-19 pandemic. This study aims at identifying teacher profiles in secondary education to better understand perceptions of both individual and institutional readiness to transition to online teaching. To do this, the current study grouped teachers on the basis of their TPACK self-efficacy beliefs, online presence and perceived institutional support for online teaching. To date, data have been collected from teachers (N = 222) from 20 countries. The data were submitted to latent profile analysis to identify readiness profiles. The added value of the current study lies in the combined view of individual and institutional readiness and the uniqueness of the dataset. It provides a large-scale international perspective and a wide range of possible experiences. Findings inform how education institutions can personalise and support transitions to online teaching.

No abstract

No abstract