Digital competence in teacher education: comparing national policies in Norway, Ireland and Spain

ABSTRACT

This paper explores the development of policies dealing with teachers’ digital competence in Norway, Ireland and Spain. Using a documentary research approach, the study analysed relevant policy documents from each country over a thirty-year period to the present day. Analysis of the documents highlights historical differences and similarities in how technology in education policies developed during that period and differences in how teacher education was addressed. Despite these differences, the analysis indicates a convergence in recent years towards a common understanding and the importance of teachers’ digital competence influenced by supranational frameworks. The paper discusses the potential influence of these supranational frameworks and examines the opportunities and challenges of this policy convergence.

KEYWORDS:

• Digital competence
• teacher education
• education policy
• technology in education

Acknowledgements

This research study arose from an Erasmus+ project (KA203 – Strategic partnership – Higher Education 2017-1-NO01-KA203-034194). A contributing author would also like to acknowledge the contribution of the project: ‘Las representaciones sociales de los contenidos escolares en el desarrollo de las competencias docentes’ (PGC2018-094491-B-C32) funded by Ministerio de Ciencia, Innovación y Universidades (Spain).

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 The repository only has digitalised documents from 1994.

Additional information

Funding

This work was supported by the Erasmus+ Cooperation for innovation and the exchange of good practices. Strategic partnerships for higher education [grant number 2017-1-NO01-KA203-034194]; Ministerio de Ciencia e Innovacion (Spain).