Perspectives on teachers' professional digital competence

Abstract

This ongoing research aims at gaining increased knowledge on how to investigate the understanding and development of digital competence as a transdisciplinary learning process in teacher education. In this paper, we employ three promising conceptual frameworks for understanding teachers’ digital competence to analyse a small set of empirical data. The three different approaches include Davies’s [1] framework of technology literacy, including awareness, praxis and phronesis, Krumsvik’s [2] model for self-awareness and practical proficiency and Mishra and Koehler’s [3] Technical Pedagogical Content Knowledge (TPACK) model, including technological, pedagogical and content knowledge as well as contextual knowledge. The initial analysis demonstrates the analytic strength of the three approaches. However, we recommend further investigation into the strengths and weaknesses of these frameworks before giving any further advice regarding their employment in teacher education research.