Since 2017, all grade 1-10 teacher education programs in Norway have been required to provide training in professional digital competence (PDC). Five of the country's 12 teacher education institutions received government funding for this purpose in 2018. The aim of this article is to describe how PDC is understood and implemented at management level in teacher education at three institutions, one of which received this government funding. We apply interpretive repertoires as discursive tools to access discursive understandings of digital conceptualizations within a case study methodology, using data from management interviews and document studies. Irrespective of the national strategy and PDC requirements, the findings show that management in the three institutions had different conceptualizations of PDC, reflected in wide variation in local implementation measures of PDC for teacher educators and students. The government funding did make a difference. Theoretical and practical implications are discussed.
This article explores how media teachers' self-images, positionings and interpretative repertoires inform educational practices in media education. Media education is viewed as a critical element of 21 st century learning. However, we have very little knowledge of the implementers of this critical element, the media teachers. Based on a thematic literature review of historical positions of the Nordic media teacher, and supported by national survey data on the media teachers' backgrounds, motivations and practices (n=383), the subject is explored through focus groups and individual interviews with media teachers at two case schools in upper secondary media education in Norway. The findings suggest that there are different and conflicting understandings about being media teachers, resulting in different educational practices with wider implications for the future implementation of media education.
Project developmentResearch design Researcher and stake holder conversations Studies of the MC curriculum, white papers and media discourses Literature studies and review Case study implementation Pilot observation at MC school Focus group interviews -February Initial focus group analysis -February/March Field observations at case schools -
Project developmentResearch design Researcher and stake holder conversations Studies of the MC curriculum, white papers and media discourses Literature studies and review Case study implementation Pilot observation at MC school Focus group interviews -February Initial focus group analysis -February/March Field observations at case schools -
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