Tensions between the political, institutional, and project levels when developing professional digital competence in teacher education. A cultural historical activity theory analysis of inhibiting and facilitating factors

Figures & data

Figure 1. Shows the different levels of the analytical model.

Figure 2. Shows the relationship between the Leont’ev’s different concepts.

Table 1. Show the different types of data included in the study.

Initial process with proposal	Letter from MER to NADL about funding Call for proposal Press release related to call Press release about funding Assessment documents Proposals from all applicants Notes and presentations from start-up seminar with all PMs, IMs and NADL in January 2018 Own notes from meetings
Through the project period	Presentations and notes from presenting progress for MER E-mails from NADL about the cooperation and progress Press releases from the institutions on receiving funding Articles, podcasts, and text on individual institutions’ websites Informal conversations with IMs Monthly meetings with PMs including meeting minutes Seminars at the five institutions Podcast recordings with four of five PMs E-mails and telephone conversations with PMs Presentation and notes from presenting at national conference with all five projects Proposal for special issue on research from the projects Own notes from meetings
After the project period	Interviews with IMs Observations and emails from the role as guest editor Role as project participant at one of the five institutions

Table 2. Shows the three levels of the analytical model.

Level	Process	Analytical perspective on data
Political	Political expectations or even demands for TE regarding the use and integration of digital technology	Expectations or demands located in political initiatives, national guidelines, and strategy papers
Institutional management (IM)	Practices, traditions, and values at the institution shaping the institutional practice, e.g. IM expectations for and approach to digital technology	Expectations or approach located in local institutional documents and interviewing IMs
Project management (PM)	Practices, motivation, engagement, values, and intentions related to the specific PMs	Expectations or approach expressed through qualitative interviews with PMs, project descriptions, evaluations, and project websites

Table 3. Sums up the main findings from the analysis of the three analytical levels.

Level	Object	Motive
Political	Preparing for the future with the needed skills and competences	Enhancing teachers’ PDC in order to apply digital technology in schools
Institution	Creating good/high quality TE	Getting people on board and involved and thereby changing the practice of TE
Project	Creating change in TE	Running a good project as PM