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Newly qualified teachers' professional digital competence: implications for teacher education

Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard
Journal article, Peer reviewed
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Postprint. Embargo 2019-06-20 (779.6Kb)
URI
https://hdl.handle.net/10642/6058
Date
2017-12-20
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  • LUI - Institutt for grunnskole- og faglærerutdanning [490]
Original version
Gudmundsdottir GB, Hatlevik OE. Newly qualified teachers' professional digital competence: implications for teacher education. European Journal of Teacher Education. 2017   http://dx.doi.org/10.1080/02619768.2017.1416085
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.
Publisher
Taylor & Francis
Series
European Journal of Teacher Education;Volume 41 - Issue 2
Journal
European Journal of Teacher Education

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