New article on digital competence in Teacher Education 

31.03.2025

New article published by ProDiCatE member Ilka Nagel:

Nagel, I. (2025). Promoting professional digital competence in student teachers: teacher educators’ task perception matters. European Journal of Teacher Education, 1–19. https://doi.org/10.1080/02619768.2025.2482932  

Title: 

Promoting professional digital competence in student teachers: teacher educators’ task perception matters

Abstract

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.