Promoting professional digital competence in student teachers
Teacher educators’ task perception matters
Bibliographic Data
| ID | 21496591 |
|---|---|
| Authors | Ilka Nagel (0000-0003-1843-5494, Østfold University of Applied Sciences, corresponding author) |
| Year | 2025 |
| Pages | 1-19 |
| Publication date | 2025-03-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2025.2482932 |
| OpenAlex | W4408756759 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
Teacher educators’ task perceptions are vital in facilitating the development of student teachers’ professional digital competence (PDC). This qualitative study investigates the task perceptions of 18 teacher educators in Norway, exploring their views on student PDC development and its connection to their professional identity. The analysis reveals four groups of teacher educators with similar task perceptions: Group 1 opposes using digital tools in teaching but engages in critical reflection. Group 2 embraces reflections and digital pedagogy. Group 3 places additional emphasis on subject didactics. Group 4 rejects taking responsibility for PDC development. Groups 1, 2, and 3 are related to student-centred and society-oriented teacher educators, while Group 4 comprises teacher-centred, subject-oriented and research-oriented teacher educators without practitioner backgrounds. Results imply the need for discussions on teacher educators’ roles and tasks and opportunities for those with an academic background to develop an understanding of the teaching profession and digital school practices
Faculty Development · Mathematics education · Pedagogy · Perception · Professional development · Student teacher · Teacher education · Digital literacy in education · Educational Innovations and Challenges · Psychology · Social Psychology · Technology-Enhanced Education Studies
The Professional Teacher Educator
Preparing for Life in a Digital World
Who I am in how I teach is the message
Newly qualified teachers’ professional digital competence
The interplay between theory and method
Technological Pedagogical Content Knowledge
From digital literacy to digital competence
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors
What to teach? Strategies for developing digital competency in preservice teacher training
Research on teacher educators’ teacher identities
Developing teachers’ digital identity
Educating teachers for the future school- the challenge of bridging between perceptions of quality teaching and policy decisions
Identities of Teacher Educators in Higher Education
Teacher educators' professionalism in practice
Teacher educators’ professional agency in facilitating professional digital competence
Teacher educators’ task perception and its relationship to professional identity and teaching practice
Teacher educators' professional identity under construction
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |