Conditions for professional digital competence: the teacher educators’ view

Abstract

This study explores how Swedish teacher educators view individual, collegial, and organisational conditions framing the fulfilment of their dual didactical task, which is to use digital technology in a way that ensures student teachers graduate from teacher education (TE) with the professional digital competence (PDC) needed for their future working lives in a digitalised school. Using a purposive sampling approach, we used thematic coding to analyse 13 semistructured interviews with teacher educators representing 21 mandatory courses in educational science at one teacher education institution in Sweden. The findings cover aspects of the teacher educators' PDC, how to act as a digital role model for the student teachers, support in educational policy and assignments, and the possibilities for participating in continuous professional development (CPD) in PDC. This study demonstrates an urgent need to improve conditions for successful fulfilment of teacher educators' dual didactical task. For example, TE policy requires a strong focus on digital technology and PDC. CPD activities should be easy to access in order for teacher educators to develop their PDC. Moreover, leaders at the organisational level in TE institutions should acknowledge and place higher value on teacher educators' work to digitalise educational practices.

Digital Competences in the Profile of Teaching Education: Context of Remote Education of Peru

“…It is denoted that the causal power of digital competencies on motivational characteristics was low (R = 0.321), although moderate power indices were found in the other causal effects. This may explain that teachers involved in the search for virtual information, as well as being guided by others to handle new technologies, has been critical in mastering virtual environments in teaching classes to their students, as has been mentioned in other studies that determined these digital characteristics in teaching [8,9,17]. This has also allowed them to develop new strategies; didactics adapted to the students they would serve in remote education.…”

“…Digital competencies are the capacities and skills that allow the subject to use and understand virtual information and digital tools that allow learning. Both components [capabilities and skills] are currently conceived as a possibility of use [3,8,9,10,17,26], so it is argued that capabilities are the skills that allow cognitively and procedurally to use information because this dichotomy has already focused on the arguments of international proposals such as DigCompEdu [16,23,26], which propose the development of the competency profile in teachers.…”

“…Other studies have reported using technological tools implying the use of skills that are not well developed in professional training. This use increases the more practical there is with more current tools [3,17]. Finally, the knowledge generated with digital skills can be developed to adapt to the situational context or to the community to which the subject is integrated [15,21,30].…”

Formation of digital competence of teachers in the conditions of distance learning

“…The need to adapt to the constant holding of distance lectures and seminars, communication with pupils and students is also a challenge for teachers (KÖNIG, 2020;FLORES, SWENNEN, 2020). Among the difficulties of distance education are shortcomings in teaching digital skills to teachers, which leads to an increased burden on teachers and the emergence of negative emotions (Portillo, 2020); lack of direct contact with students, discomfort of students due to the inability to obtain knowledge directly from the teacher (DARAZHA, 2021); Internet connection, lack of funding, lack of preparation for transition, lack of competence and infrastructure (ASIO, BAYUCCA, 2021); problems of teachers gaining access to digital literacy (LINDFORS, PETTERSSON, OLOFSSON, 2021).…”

Pedagogical aspects of the development of teacher’s digital competence

“…Digital transformation in education is an important process of change, which is based on changing the content, organizational forms, methods, teaching aids to work in a digital educational environment (DZERVINIKS, USCA, LUBKINA, & POPLAVSKIS, 2020). Lindfors, Pettersson, & Olofsson (2021) explored the individual, collegial and organizational conditions that determine the performance of a dual didactic task (teaching and education),…”