Erik Straume Bussesund
Biographic Data
| ID | 6329831 |
|---|---|
| NAME | Erik Straume Bussesund |
| GIVEN NAMES | Erik Straume |
| FAMILY NAME | Bussesund |
| SIGNATURE | BUSSESUND E S |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0003-1214-8806 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Teacher educators’ discursive enactment of professional digital competencies
This paper explores how teacher educators in Norway discursively enact a policy framework for teachers’ professional digital competence (PDC) in the context of the digitalisation of education. This study draws on group interviews and focuses on how teacher educators understand and respond to the policy through practical argumentation. The paper identifies different variations and inter-relationships in policy enactment and discusses the tension b…
Digital compliance or professional competence? Representations of teachers and digital futures in the Norwegian Qualification Framework
This paper presents a document analysis of the Norwegian qualification framework Professional Digital Competence Framework for Teachers (PDC) to explore the underlying assumptions within the policy. Employing a post-structural policy analysis, the paper analyses the representation of the ‘problem’ of PDC by asking what the document does in relation to teachers’ professionalism. To do this, the analysis explores the underlying assumptions of the p…
No prominent works on this page.
Digital compliance or professional competence? Representations of teachers and digital futures in the Norwegian Qualification Framework
This paper presents a document analysis of the Norwegian qualification framework Professional Digital Competence Framework for Teachers (PDC) to explore the underlying assumptions within the policy. Employing a post-structural policy analysis, the paper analyses the representation of the ‘problem’ of PDC by asking what the document does in relation to teachers’ professionalism. To do this, the analysis explores the underlying assumptions of the p…
Teacher educators’ discursive enactment of professional digital competencies
This paper explores how teacher educators in Norway discursively enact a policy framework for teachers’ professional digital competence (PDC) in the context of the digitalisation of education. This study draws on group interviews and focuses on how teacher educators understand and respond to the policy through practical argumentation. The paper identifies different variations and inter-relationships in policy enactment and discusses the tension b…
Digital literacy in education (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works) · Argumentation theory (1 work) · Business (1 work) · Competence (human resources (1 work) · Context (archaeology (1 work) · Education policy (1 work)