Newly Qualified Teachers' Professional Digital Competence: Implications for Teacher Education

Autor/inn/en	Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard
Titel	Newly Qualified Teachers' Professional Digital Competence: Implications for Teacher Education
Quelle	In: European Journal of Teacher Education, 41 (2018) 2, S.214-231 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1416085
Schlagwörter	Beginning Teachers; Teacher Competencies; Pedagogical Content Knowledge; Technological Literacy; National Surveys; Self Efficacy; Educational Quality; Relevance (Education); Teacher Attitudes; Beliefs; Questionnaires; Elementary School Teachers; Middle School Teachers; Structural Equation Models; Knowledge Level; Teaching Skills; Foreign Countries; Teacher Education; Norway + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrkunst; Pädagogische Kompetenz; Technisches Wissen; Self-efficacy; Selbstwirksamkeit; Quality of education; Bildungsqualität; Relevance; Relevanz; Lehrerverhalten; Belief; Glaube; Fragebogen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Lehrerausbildung; Lehrerbildung; Norwegen
Abstract	The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers' everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It explores how these teachers' ICT self-efficacy is related to how they perceive the quality of, and contributions from, their ITE related to ICT and the development of their PDC. In general, newly qualified teachers report fairly poor quality and contribution of ICT training during their teacher education. We claim that continuous effort is needed to review the quality of ITE and contribute specifically to the development of PDC and developing student teachers' ICT self-efficacy in ITE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01