dc.contributor.author | Gudmundsdottir, Greta Björk | |
dc.contributor.author | Hatlevik, Ove Edvard | |
dc.date.accessioned | 2018-04-10T11:41:12Z | |
dc.date.accessioned | 2018-08-16T17:03:17Z | |
dc.date.available | 2018-04-10T11:41:12Z | |
dc.date.available | 2018-08-16T17:03:17Z | |
dc.date.issued | 2017-12-20 | |
dc.identifier.citation | Gudmundsdottir GB, Hatlevik OE. Newly qualified teachers' professional digital competence: implications for teacher education. European Journal of Teacher Education. 2017 | en |
dc.identifier.issn | 0261-9768 | |
dc.identifier.issn | 0261-9768 | |
dc.identifier.issn | 1469-5928 | |
dc.identifier.uri | https://hdl.handle.net/10642/6058 | |
dc.description.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 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’ information and communication
technology (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 it is necessary to look at ways to review the quality of ITE and contribute specifically to the development of PDC and developing ICT self-efficacy in ITE. | en |
dc.language.iso | en | en |
dc.publisher | Taylor & Francis | en |
dc.relation.ispartofseries | European Journal of Teacher Education;Volume 41 - Issue 2 | |
dc.rights | This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education, available online: http://www.tandfonline.com/10.1080/02619768.2017.1416085. | en |
dc.subject | Newly qualified teachers | en |
dc.subject | Professional digital competence | en |
dc.subject | Initial teacher education | en |
dc.subject | Information technology | en |
dc.subject | Communication technology | en |
dc.title | Newly qualified teachers' professional digital competence: implications for teacher education | en |
dc.type | Journal article | en |
dc.type | Peer reviewed | en |
dc.date.updated | 2018-04-10T11:41:12Z | |
dc.description.version | acceptedVersion | en |
dc.identifier.doi | http://dx.doi.org/10.1080/02619768.2017.1416085 | |
dc.identifier.cristin | 1522476 | |
dc.source.journal | European Journal of Teacher Education | |