Teacher educators’ professional agency in facilitating professional digital competence
Ilka Nagel, Gréta Björk Guðmundsdóttir, Hilde Wågsås Afdal
Abstract
This study builds on a comprehensive conceptualisation of teachers’ professional digital competence (PDC) that goes beyond the use of technology for teaching and learning. We investigate teacher educators’ facilitation of not only generic and didactic digital competence but also profession-oriented and transformative aspects. Drawing on professional agency, we analysed interviews with teacher educators in Norway. Most of them neglected the profession-oriented and transformative PDC aspects. The interplay of teacher educators’ competence, colleagues, task perception, and course descriptions contributes to their PDC facilitation. The findings imply the need to move beyond the tool focus and increase collaboration among teacher educators.