Transformative agency in teacher education: Fostering professional digital competence

Brevik, Lisbeth M.; Guðmundsdóttir, Gréta Björk; Lund, Andreas; Strømme, Torunn

doi:10.1016/j.tate.2019.07.005

Cited by 112 publications

(88 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This was later revised as a more general framework for children, students and employees (Carretero et al, 2016), but also as a framework for educators (Caena, 2014;Caena & Redecker, 2019;Redecker, 2017). The concept of PDC is accorded much importance in Norway and within the Nordic countries (Brevik et al, 2019;Instefjord, 2014;Lund & Erikson, 2016). In terms of content, there are similarities between concepts such as digital competence for educators and PDC (McGarr & Gallchóir, 2020).…”

Section: Conceptual Framework 21 Professional Digital Competence In mentioning

confidence: 99%

“…In addition to these three components, a fourth component dealing with a transformative agency may be considered (Brevik et al, 2019). This entails teachers dealing with new conditions due to technology use and the challenges and opportunities for students and teachers that arise, for example working with online knowledge representations and resources and responding to unforeseen classroom situations.…”

Section: Conceptual Framework 21 Professional Digital Competence In mentioning

confidence: 99%

“…Technology has changed the way students and teachers interact with one another and use teaching and learning resources. Professional digital competence (PDC) has become an essential part of teachers' professional practice and student teachers' initial teacher education (ITE) on campus (Brevik et al, 2019). The preparedness of student teachers to deal with technology-rich classrooms is also essential to enable them to cope and succeed in their practice placements.…”

Section: Introduction and Perspectivesmentioning

confidence: 99%

See 2 more Smart Citations

“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use

Guðmundsdóttir

Hatlevik

2020

NJCIE

View full text Add to dashboard Cite

The rapid emergence of information and communication technology (ICT) has had implications for the education system and initial teacher education (ITE) in particular. This study investigated the extent to which teacher education assists student teachers in developing their professional digital competence (PDC) in general and, more specifically, their competence in using ICT responsibly. Responsible use of ICT is here taken to include privacy and copyright issues, ethical issues and the ability to evaluate digital information. To explore Norwegian student teachers’ perspectives, awareness and experience of the responsible use of ICT, in-depth interviews were conducted with 10 student teachers before their practice placements at local schools and with six students after their practice placements. Overall, the findings indicate that the student teachers mostly knew how to search for and evaluate digital information, but that they tended to choose the most convenient approach for search and evaluation. Further, it seems that the student teachers were aware to some extent of how to avoid advertisements, marketing or inappropriate content when using online resources in the classroom. However, they had limited competence in dealing with privacy and copyright issues in a teaching setting. One of the challenges identified through this study is that, during practice placements, the attention seems to be on the technical aspects of ICT rather than on pedagogical or responsible ways of using ICT. The study concludes that teacher education programmes need to include responsible use of ICT as an integral part of their programme, as well as during student teachers’ practice placements in schools, rather than providing stand-alone activities or courses of limited duration.

show abstract

Section: Conceptual Framework 21 Professional Digital Competence In mentioning

confidence: 99%

Section: Conceptual Framework 21 Professional Digital Competence In mentioning

confidence: 99%

Section: Introduction and Perspectivesmentioning

confidence: 99%

See 1 more Smart Citation

“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use

Guðmundsdóttir

Hatlevik

2020

NJCIE

View full text Add to dashboard Cite

show abstract

“…In recent literature of teacher education, it has been acknowledged that to be able to educate capable teachers, one must pay attention to whether student teachers experience agency in their studies. Researchers have documented that fostering agency in teacher education, for example in Finland (Juutilainen, Metsäpelto, and Poikkeus 2018;Soini et al 2015), the Netherlands (Oosterhoff, Oenema-Mostert, and Minnaert 2020), Norway (Brevik et al 2019), and UK (Pantić 2017), has been beneficial in supporting teacher learning. However, the epistemic aspect remains scarcely studied although one's relationship towards knowledge is a vital element in learning to teach (Hordern 2019b).…”

Section: Epistemic Agency In Higher Educationmentioning

confidence: 99%

Epistemic agency in student teachers’ engagement with research skills

Heikkilä

Hermansen

Iiskala

et al. 2020

Teaching in Higher Education

View full text Add to dashboard Cite

In today's knowledge intensive and post-factual world, student teachers' relationship towards knowledge is a vital element in learning to teach. Student teachers must have a sense of epistemic agency to see themselves as productive participants in knowledge-laden activities. However, little attention has been paid to the role of agency in the interconnections between research and teaching in higher education. This study aims to identify how epistemic agency is manifested in student teachers' expressions when they are provided with tools for knowledge production (educational research skills). Epistemic agency was examined as a narrative practice in student teachers' texts (N = 73), and a datadriven analysis was conducted. The results explore the four dimensions of professional practice towards which the students directed their epistemic agency: 'the self', 'the class', 'the research literature', and 'the everyday life'. The study makes visible the variety of how engagement with research skills can promote epistemic agency.

show abstract

“…From this perspective, learners' digital agency in MOOCs reflects the capacity to select appropriate digital resources, utilise them in the learning activities and therefore reposition themselves in the knowledge (epistemic) practices in the pre-designed digital environments. Learners' digital agency is of transformative (ontological) nature [7] and may reflect the participants' growing capacity in learning to learn [16; 18]. Therefore, the digital agency that participants may develop by engaging in digital environments has epistemological and ontological grounds.…”

Section: Epistemological and Ontological Aspects Of Transformative DImentioning

confidence: 99%

Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway

Engeness

Nohr

2020

Cultural-Historical Psychology

View full text Add to dashboard Cite

This study examines how participants engage in learning in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aimed to enhance Norwegian pre- and in-service teachers’ professional digital competence. The study also provides an insight into how participants’ engagement in learning in the ICTPED MOOC may have enhanced their transformative digital agency. Analyses of participants’ engagement in learning draw on P.Y. Galperin’s pedagogical theory. The data comprised 310 participants’ responses to the questionnaire administered to all pre- and in-service teachers engaged in the ICTPED MOOC in 2016—2019. Mixed methods were applied for data analyses by providing quantitative and qualitative evidence about the participants’ engagement in the course. Findings reveal that the majority of participants engaged in learning by reading the textual information embedded in the course. In doing so, they followed the sequential progression informed by the course design. Other participants engaged in learning by watching the videos and listening to the audio files embedded in the course as well as by attempting the assignments and other activities. By following these approaches, the participants created their individual learning trajectories and therefore may have enhanced their digital agency and affected the epistemic practices in the course.

show abstract

Transformative agency in teacher education: Fostering professional digital competence

Cited by 112 publications

References 26 publications

“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use

“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use

Epistemic agency in student teachers’ engagement with research skills

Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway

Contact Info

Product

Resources

About