dc.contributor.author | Camilleri, Patrick | |
dc.contributor.author | Engen, Bård Ketil | |
dc.contributor.author | Hatlevik, Ove Edvard | |
dc.contributor.author | Colomer Rubio, Juan Carlos | |
dc.contributor.author | Gassó, Héctor Hernández | |
dc.date.accessioned | 2021-12-13T09:04:35Z | |
dc.date.available | 2021-12-13T09:04:35Z | |
dc.date.created | 2021-11-30T22:44:23Z | |
dc.date.issued | 2021-11-30 | |
dc.identifier.issn | 2535-4051 | |
dc.identifier.uri | https://hdl.handle.net/11250/2833917 | |
dc.description.abstract | This paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 2019; Ritter, 2017; Scherer & Teo, 2019). We have chosen to examine student teachers’ attitudes towards the professional use of digital technologies within a pedagogical framework. In this respect, a comparative qualitative analysis of one open-ended question that forms part of a more extensive questionnaire distributed to all participants is considered. The employed analytical lens subsequently centres on four concepts: ‘adaptability’, ‘creativity’, ‘critical thinking’, and ‘understanding of technology’. In this regard, our findings support arguments for asserting ‘attitude’ as a kind of teacher-specific digital competence for guiding their practice. We conclude by suggesting our analytical framework as a potential point of initiation for further development to understand attitudes as forming part of teachers’ specific digital competencies within teacher education and professional practice. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | OsloMet - Storbyuniversitetet | en_US |
dc.relation.ispartofseries | Nordic Journal of Comparative and International Education (NJCIE);Vol. 5 No. 4 (2021): Special Issue: Digital Competence in Teacher Education across Europe | |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | Attitudes | en_US |
dc.subject | Initial teacher education | en_US |
dc.subject | Professional digital competencies | en_US |
dc.subject | Student teachers | en_US |
dc.subject | Technology integration | en_US |
dc.title | Student teachers and their attitudes towards ICT Lesson learned from three different countries | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | Copyright (c) 2021 Patrick Camilleri, Bård Ketil Engen, Ove Edvard Hatlevik, Juan Carlos Colomer Rubio, Héctor Hernández Gassó | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.doi | https://doi.org/10.7577/njcie.4207 | |
dc.identifier.cristin | 1962267 | |
dc.source.journal | Nordic Journal of Comparative and International Education (NJCIE) | en_US |
dc.source.volume | 5 | en_US |
dc.source.issue | 4 | en_US |
dc.source.pagenumber | 38-52 | en_US |