Professional Digital Competence in Teacher Education

Ottestad, Geir; Kelentrić, Marijana; Guðmundsdóttir, Gréta Björk

doi:10.18261/issn1891-943x-2014-04-02

Cited by 88 publications

(38 citation statements)

References 3 publications

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“…Tømte et al [29] also emphasize the need to improve cooperation between faculties of education and training schools in which the practical part of the pre-service teacher training is carried out. Ottestad et al [30] found, within their research survey, that few newly qualified teachers were satisfied with their knowledge and skills acquired through their pre-service teacher. At the same time, it was found that in-service teachers are very interested in the further development of their digital competencies, even though the schools in which they work do not create clear requirements for the use of digital teaching aids in teaching and educating their pupils and students.…”

Section: The Background Of the Researchmentioning

confidence: 99%

Case Study of the Integration of Digital Competencies into Teacher Preparation

et al. 2021

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The requirements imposed on schools and the competencies of teachers change depending on the development of society, and currently their constant growth is considerable. These facts lead to the need to continuously innovate pre-service teacher training, especially with a focus on creating professional digital literacy. The creation of a proposal of an optimal model of pre-service teacher training in the field of teacher trainees’ professional didactic-technological competency development was the subject of the research, which is described in the article. The described research examined the importance of the integration of various kinds of digital didactic tools into pre-service teacher training curricula with regard to the successful performance of the teaching profession. The necessary research data were obtained on the basis of screening the opinions of teacher trainees in Slovakia and the Czech Republic (n = 280). The respondents of the research survey expressed, in terms of various aspects, their opinions on the importance of integrating the issue of working with specified kinds of the given digital means into the curricula of teacher trainees’ study programs. The obtained research data were analysed depending on three segmentation factors of the respondents, which were the nationality of the student (i.e., the COUNTRY of his/her study), the GENDER of the respondent, and the combination of these two factors, i.e., COUNTRY X GENDER. According to the achieved results, there is a need to include or strengthen the teaching of software applications such as ActivInspire, FreeMind, SMART Notebook, Google Docs and, if possible, Prezi and Mindomo, and also a need to emphasize the methodological aspects of the use of these technical means in teaching.

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Section: The Background Of the Researchmentioning

confidence: 99%

Case Study of the Integration of Digital Competencies into Teacher Preparation

et al. 2021

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“…Since then, several models (Brevik et al, 2019;Falloon, 2020;Instefjord & Munthe, 2015;Krumsvik, 2014;McGarr & McDonagh, 2019;Ottestad et al, 2014) have been developed, all of which focus on the knowledge and skills needed for teaching with digital technologies but adding or stressing different dimensions. In the following section, I will briefly describe the models relevant to this study.…”

Section: Teachers' Digital Competence and Professional Digital Competencementioning

confidence: 99%

“…Krumsvik's (2014) TEDs' digital competence model proposes a developmental process in which didactical competence and competence in effective learning strategies (adaption and appropriation) build on technical proficiency (adoption) and in which digital Bildung-going beyond technical skills and netiquette toward reflexive digital citizens-is the highest level of competence. Furthermore, Brevik et al (2019) added the dimension of transformative digital agency, the "competence in taking initiatives and transforming their practices by selecting and using relevant digital tools" (p. 4) to the model developed by Ottestad et al (2014), which comprises generic digital competence, didactical digital competence, and professional-oriented digital competence; all four dimensions are mutually dependent and partly overlapping.…”

Section: Teachers' Digital Competence and Professional Digital Competencementioning

confidence: 99%

“…The ongoing digitalisation of society and schools, as well as people's access to and use of digital tools, impacts and fundamentally transforms epistemic and educational practices . The need for teacher education to adapt and integrate digital competence in study programmes has been emphasised by several actors, including policymakers, researchers, school leaders, and teachers (Drummond & Sweeney, 2017;Gudmundsdottir & Hatlevik, 2018;Kaufman, 2015;Ottestad et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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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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“…Ottestad, Kelentrić and Guðmundsdóttir [22] define the digital competences of an educator as a set of components: general, which includes general knowledge and skills that teachers should have; didactic, which reflects the digital specificity in each discipline and professional oriented with a description of digital rice.…”

Section: Introductionmentioning

confidence: 99%

System for digital professional development of university teachers

et al. 2022

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The article highlights the issues of developing a system for digital competence of the teacher. The paper describes the research that resulted in the development and implementation of the system for digital professional development for university teachers at the Borys Grinchenko Kyiv University. The principle of system adaptation is realized in two directions: to time possibilities of testing and minicourse passing; to needs of teachers according to professional direction and disciplines taught. A model of organisation of this system based on self-assessment, self-education and micro-teaching principles has been developed. The main structural elements of the system are diagnostic test and sets of minicourses. The approaches to the formation of the diagnostic test, including ensuring its integration, variability and validity, as well as the principle of its use in order to establish the level of digital competence of teachers in accordance with the developed corporate standard of digital competence were applied in detail. Using the example of the compulsory level of digital competence Analyst-Researcher (A) the use of mini-course sets for Integrator (B1), Expert (B2), Leader (C1) and Innovator (C2) levels are described. The system allows teachers to build their own professional development trajectory as a digital footprint reflected in a personal study, and the use of embedded business intelligence tools provides a visualised holistic picture of digital professional performance. The place of the system and its further development for professional development in the digital twin of the educational institution is highlighted.

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Professional Digital Competence in Teacher Education

Cited by 88 publications

References 3 publications

Case Study of the Integration of Digital Competencies into Teacher Preparation

Case Study of the Integration of Digital Competencies into Teacher Preparation

Digital Competence in Teacher Education Curricula

System for digital professional development of university teachers

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