Teacher educator in a digital age: A study of transformative agency

Aagaard, Toril; Bueie, Agnete Andersen; Hjukse, Hjørdis

doi:10.18261/njdl.17.1.3

Cited by 10 publications

(10 citation statements)

References 22 publications

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“…Currently, no study has explored the existing research literature specifically on the Norwegian term PDC in Norwegian teacher education, what are teacher educators' perceptions on PDC, and how they operationalize and implement PDC in their subject disciplines with student teachers and other relevant contexts. The Norwegian term PDC and the Norwegian teacher education context are interesting to investigate because the entire education sector has undergone large scale investments by the government in digital technology, including the professional development of teachers and teacher educators, prior to the Covid-19 pandemic (Amdam et al, 2022;Andreasen et al, 2022;Arstorp and Røkenes, 2022;Aagaard et al, 2022;Røkenes et al, 2022). In addition, with the PDC Framework for Teachers (Kelentrić et al, 2017), PDC is implemented in the national regulations for Norwegian teacher education (Ministry of Education, 2016).…”

Section: Pdc Development Emerging In Teacher Educationmentioning

confidence: 99%

Developing professional digital competence in Norwegian teacher education: a scoping review

Norhagen,

Krumsvik,

Røkenes

2024

Front. Educ.

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The widespread use of educational technology in schools compels teachers to seamlessly integrate technology while developing students’ digital competence. As educational technology continually evolves, digital competence becomes a dynamic target. Thus, teacher education must effectively prepare student teachers to teach effectively with technology. Researchers are increasingly examining the concept of teachers’ digital competence and how teacher education supports student teachers’ acquisition of digital skills for future employability. In Nordic countries like Norway, the term Professional Digital Competence (PDC) frames a teacher’s essential knowledge for using digital technology in teaching and learning. Despite this focus, there’s limited understanding of how Norwegian teacher education fosters PDC. This scoping review investigates current research on PDC and its implementation within Norwegian teacher education. Findings from numerical and thematic analysis offer insights into the prevalent types of PDC research. Thirty-four peer-reviewed papers were identified and coded along three dimensions: (1) theoretical perspectives, (2) research questions and methods, and (3) application and implementation. The review reveals a predominant focus on student and teacher educator perceptions or self-assessments when measuring digital competence. Our findings show that professional digital competence in teacher education is diverse and multifaceted. However, there are gaps in the current state of knowledge. To address this, we propose a definition and a framework to guide teacher educators. Future research should broaden participant profiles and involve a more diverse group of educators.

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Section: Pdc Development Emerging In Teacher Educationmentioning

confidence: 99%

Developing professional digital competence in Norwegian teacher education: a scoping review

Norhagen,

Krumsvik,

Røkenes

2024

Front. Educ.

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“…I en nordisk kontekst viser studier at laererutdannere ønsker mer digital kompetanse, og at behovet for å utvikle denne kompetansen økte under pandemien (Lindfors, 2021;Røkenes et al, 2022;Örtegren, 2022;Aagaard et al, 2022;Aagaard & Lund, 2019). Studier viser også at laererutdannere har mer kompetanse i å anvende digitale ressurser i egen undervisning enn i å utvikle laererstudentenes digitale kompetanse.…”

Section: Tidligere Forskning På Laererutdanneres Digitale Kompetanseunclassified

“…Utviklingen av laererutdanneres digitale kompetanse har vaert gjennomgående svakt forankret i laererutdanningene (Hjukse et al, 2020;Kelentrić et al, 2017;Krumsvik et al, 2012). Flere studier viser imidlertid at kollegabasert veiledning, tilgjengelig teknisk support, kritisk refleksjon, pedagogiske diskusjoner, tid på arbeidsplanen og administrativ støtte har stor betydning for om laererutdannere prioriterer å utvikle sin digitale kompetanse eller ikke (Almås, 2021;Amdam et al, 2022;Andreasen et al, 2022;Røkenes et al, 2022;Aagaard et al, 2022). Ifølge Aagaard et al (2022) kan laererutdannere utvikle digital kompetanse ved å reflektere over utfordringer i egen praksis, kombinert med lesing av akademisk litteratur og kollegabasert veiledning.…”

Section: Tidligere Forskning På Laererutdanneres Digitale Kompetanseunclassified

“…Ifølge Aagaard et al (2022) kan laererutdannere utvikle digital kompetanse ved å reflektere over utfordringer i egen praksis, kombinert med lesing av akademisk litteratur og kollegabasert veiledning. Videre viser studiene til Aagaard et al (2022) at det å fokusere på laererutdanneres utfordringer når de skal undervise digitalt, og hvordan de løser disse utfordringene, kan bidra med kunnskap om hvordan laererutdannere utvikler digital kompetanse. Slike komplekse endringsprosesser inkluderer risiko som kommer til uttrykk både kroppslig og emosjonelt.…”

Section: Tidligere Forskning På Laererutdanneres Digitale Kompetanseunclassified

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Å utvikle digital kompetanse gjennom refleksjon over kroppslige og emosjonelle erfaringer – en lærerutdanners erfaringer

Ørbæk

2022

Högre utbildning

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I denne artikkelen stilles det spørsmål om hvordan refleksjoner over kroppslige og emosjonelle erfaringer kan ha betydning for utvikling av lærerutdanneres digitale kompetanse. Datamaterialet i denne autoetnografiske studien er refleksjonsnotater fra en lærerutdanners digitale undervisning våren 2021, som anvendes til å belyse forskningsspørsmålene: Hvilke kroppslige og emosjonelle erfaringer kommer til uttrykk når en lærerutdanner underviser digitalt? Hvilken betydning har disse kroppslige og emosjonelle erfaringene for hennes valg i undervisningsøyeblikket? Og hvilken betydning kan refleksjoner over kroppslige og emosjonelle erfaringer ha for utvikling av lærerutdanneres digitale kompetanse? Ved å anvende Deweys forståelse av erfaring og Fuchs’ begreper kroppslig resonans og mellomkroppslig samspill får analysen fram hvordan det å undervise digitalt skaper affekter og emotiver som får betydning for hvilke valg lærerutdanneren gjør i undervisingsøyeblikket, for relasjonen til studentene og for lærerutdannerens opplevelse av sin egen undervisning. Funnene viser også at refleksjoner over affektive og emotive erfaringer fra digital undervisning bidrar til å synliggjøre lærerutdannerens implisitte profesjonskunnskap, og med det gjøre erfaringene betydningsfulle i lærerutdannerens utvikling av egen undervisningspraksis både digitalt og på campus. ENGLISH ABSTRACT Developing digital competence through reflection on bodily and emotional experiences – a teacher educator’s experienceThis article asks how reflections on bodily and emotional experiences can have impact on the development of teacher educators’ digital competence. The data material in this autoethnographic study are reflection notes from a teacher educator’s digital teaching in the spring of 2021, which are used to illuminate the research questions: What bodily and emotional experiences are expressed when a teacher educator teaches digitally? What significance do these bodily and emotional experiences have for her choices at the moment of teaching? And what significance can reflections on bodily and emotional experiences have for the development of teacher educators’ professional digital competence? By applying Dewey’s understanding of experience and Fuchs’ concepts of bodily resonance and interbody interaction, the analysis reveals how digital teaching creates affective and emotive experiences that have an impact on the choices the teacher educator makes at the time of teaching, for the relationship with students and for the teacher educator’s experience of her own teaching. The findings also show that reflections on affective and emotive experiences from digital teaching help to highlight the teacher educator’s implicit professional knowledge and thereby make the experiences significant in the teacher educators’ development of their own teaching practice digitally and on campus.

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“…Therefore, it is necessary to use information technology, especially in guidance and counselling, based on digital harmonization (Fahyuni et al, 2021). Research in Norwegian on the use of digital technology by educators has proven to improve and enhance professional digital competence for each of their students (Aagaard, 2022) Advances in information technology are evidenced by the increasing number of internet users in Indonesia, reaching almost half of the total population, namely 54.68%. The survey results show that of the total population of Indonesia, 262 million people, almost half of them, namely 143.26 or 54.68% are active internet users.…”

Section: Introductionmentioning

confidence: 99%

Improving Students Learning Strategy Trough Mobile Counselling Online Application

Fahyuni

Taurusta²,

Hariastuti³

et al. 2022

JESR

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This study aims to implement an online guidance and counselling service-based mobile counselling online application (MCO) to make it easier for students to recognize their learning potential and create effective learning strategies. Quantitative and qualitative data collection methods simultaneously compare the presence or absence of convergence, difference, or combination. The results of multivariate statistical analysis showed differences in self-efficacy and achievement between students who used online guidance and counselling services and those who used face-to-face guidance and counselling services. The MCO application results effectively increase the linkage of their learning potential with learning styles. They help develop, select, and plan effective learning strategies with individual and individual characteristics. The MCO application during the COVID-19 pandemic is an alternative for unlimited guidance and counselling services that can be anytime and with anyone. Received: 11 July 2022 / Accepted: 24 August 2022 / Published: 2 September 2022

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Teacher educator in a digital age: A study of transformative agency

Cited by 10 publications

References 22 publications

Developing professional digital competence in Norwegian teacher education: a scoping review

Developing professional digital competence in Norwegian teacher education: a scoping review

Å utvikle digital kompetanse gjennom refleksjon over kroppslige og emosjonelle erfaringer – en lærerutdanners erfaringer

Improving Students Learning Strategy Trough Mobile Counselling Online Application

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