![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It explores how these teachers’ ICT self-efficacy is related to how they perceive the quality of, and contributions from, their ITE related to ICT and the development of their PDC. In general, newly qualified teachers report fairly poor quality and contribution of ICT training during their teacher education. We claim that continuous effort is needed to review the quality of ITE and contribute specifically to the development of PDC and developing student teachers’ ICT self-efficacy in ITE.
Notes
1. It is also appropriate to recognise the extensive work of Marijana Kelentric and colleagues at the Norwegian Centre for ICT in Education on the national framework of professional digital competence for teachers (see in Norwegian: http://iktsenteret.no/ressurser/rammeverk-laererens-profesjonsfaglige-digitale-kompetanse-pfdk). The Norwegian Centre for ICT in Education also initated and financed this present study.
2. According to the official database concerning higher education in Norway, a total of 2077 students graduated with initial primary/lower secondary school teacher education during the 2011–2012 period (http://dbh.nsd.uib.no/). According to the primary and lower secondary schools’ information system (https://gsi.udir.no/), as of June 2013, there were 3116 primary and lower secondary schools in Norway in the study’s target group of teachers.