Teacher educators’ discursive enactment of professional digital competencies

Figures & data

Figure 1. Proposal for structure of practical argument (Fairclough and Fairclough 2012, 45).

Table 1. Overview of participants.

	University of the North (UoN)	The Pine Tree University (PTU)	University of the Plain (UoP)	University College of the Coast (UCC)
Who	University lecturer, Associate professor	University lecturer, Associate professor	University lecturer, Associate professor	Universitates lector, Associate professor
Subject	Natural science, Social science, and Pedagogic	Social science, Language and literature, Art	Language and literature, Special needs, Pedagogic, Social science	ICT, Language Pedagogic
No.	6	5	7	4
Time	73 min	56 min	53 min	58 min

Table 2. Analytical framework for exploring policy enactment.

	Aim	Tools of analysis	Empirical research question
1st step	To identify reoccurring work done by teacher educators when arguing for professional digital competence	Policy enactment	What policy work is done when teacher educators argue for professional digital competence?
2nd step	To investigate the imperatives, and identify recurring arguments	Practical Argumentation: - Goals - Values - Circumstance - Means-Goals	How are aspects of professional digital competence argued for and what are the recurring practical arguments?
3rd step	To discuss the variations in response to digitalisation of teacher practise	Variations and interrelationships	In what ways and to what extent are aspects of professional digital competence downplayed or emphasized, and how can this be interpreted?

Table 3. Inductive coding policy enactment.

Category	Codes	Elements
Policy narrator Actors filtering out and selectively focusing on particular aspects of policy Total: 470	Teacher competency	168
	Pedagogy	126
	Subject specific	71
	Artifact	24
	Cooperation	18
	Research	15
	Teacher role	15
	Producers	12
	Customized learning	9
	Lifelong learning	6
	Possibility	6
Policy critics The maintenance of counter-discourses, as a source of potential challenges to and critique of new policy Total: 462	Professional judgment	141
	Policy	111
	Resistance	54
	Market	48
	EdTech	45
	Power	33
	Democracy	15
	School owner	15
Policy Entrepreneurs Actors who originate or champion and represent particular policies, or principles of integration Total: 488	Innovation	132
	Institutional change	84
	Toolbox	75
	Technological development	50
	Purposefulness	33
	Infrastructure for development	30
	Praxis	24
	Challenges	22
	Experience	21
	Digital natives	17

Figure 2. Teacher qualification.

Figure 3. Teacher’s critical reflection.

Figure 4. Teacher’s subject-specific knowledge.

Fairclough, I., and N. Fairclough. 2012. Political Discourse Analysis: A Method for Advanced Students. London: Routledge.

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