0
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Teacher educators’ discursive enactment of professional digital competencies

, ORCID Icon & ORCID Icon
Received 09 Dec 2023, Accepted 07 Jul 2024, Published online: 31 Jul 2024

References

  • Amhag, L., L. Hellström, and M. Stigmar. 2019. “Teacher Educators’ Use of Digital Tools and Needs for Digital Competence in Higher Education.” Journal of Digital Learning in Teacher Education 35 (4): 203–220. https://doi.org/10.1080/21532974.2019.1646169.
  • Aydarova, E., J. Rigney, and N. F. Dana. 2024. “Claiming and Reclaiming the Voice of the Profession: Teacher Educator Policy Advocacy Through the Lens of Bakhtin’s Theory of Dialogism.” Teaching & Teacher Education 140:104479. https://doi.org/10.1016/j.tate.2024.104479.
  • Bacchi, C. 2009. Analysing Policy: What’s the Problem Represented to Be? Australia: Pearson.
  • Ball, S. J., and E. Grimaldi. 2021. “Neoliberal Education and the Neoliberal Digital Classroom.” Learning, Media and Technology 47 (2): 1–15. https://doi.org/10.1080/17439884.2021.1963980.
  • Ball, S. J., M. Maguire, A. Braun, and K. Hoskins. 2011. “Policy Actors: Doing Policy Work in Schools.” Discourse: Studies in the Cultural Politics of Education 32 (4): 625–639. https://doi.org/10.1080/01596306.2011.601565.
  • Braun, A., S. J. Ball, M. Maguire, and K. Hoskins. 2011. “Taking Context Seriously: Towards Explaining Policy Enactments in the Secondary School.” Discourse: Studies in the Cultural Politics of Education 32 (4): 585–596. https://doi.org/10.1080/01596306.2011.601555.
  • Bussesund, E. S., B. K. Engen, and O. McGarr. 2023. “Digital Compliance or Professional Competence? Representations of Teachers and Digital Futures in the Norwegian Qualification Framework.” https://doi.org/10.1080/17439884.2023.2285831.
  • Chiang, T. H., D. Trezise, Y. Z. Wang, and A. Thurston. 2023. “Policy Reconfiguration as Enactment in the Strategy of Recontextualized Neoliberalism: Paradigmatic Shift in Teacher Education Policy Reform.” International Journal of Educational Research 117:N.PAG–N.PAG. asn. https://doi.org/10.1016/j.ijer.2022.102098.
  • Cochran-Smith, M., L. Grudnoff, L. Orland-Barak, and K. Smith. 2020. “Educating Teacher Educators: International Perspectives.” The New Educator 16 (1): 5–24. https://doi.org/10.1080/1547688X.2019.1670309.
  • Ellis, V., M. Souto-Manning, and K. Turvey. 2019. “Innovation in Teacher Education: Towards a Critical Re-Examination.” Journal of Education for Teaching 45 (1): 2–14. https://doi.org/10.1080/02607476.2019.1550602.
  • Engen, B. K., T. H. Giæver, and L. Mifsud. 2015. “Guidelines and Regulations for Teaching Digital Competence in Schools and Teacher Education: A Weak Link?” Nordic Journal of Digital Literacy 10 (Jubileumsnummer): 172–186. https://doi.org/10.18261/ISSN1891-943X-2015-Jubileumsnummer-12.
  • Erstad, O., S. Kjällander, and S. Järvelä. 2021. “Facing the Challenges of ‘Digital competence’ a Nordic Agenda for Curriculum Development for the 21st Century.” Nordic Journal of Digital Literacy 16 (2): 77–87. https://doi.org/10.18261/issn.1891-943x-2021-02-04.
  • Facer, K., and N. Selwyn. 2021. “Digital Technology and the Futures of Education—Towards ‘Non-stupid’ Optimism.” UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000377071.
  • Fairclough, I., and N. Fairclough. 2012. Political Discourse Analysis: A Method for Advanced Students. London: Routledge.
  • Fenwick, T. 2016. Professional Responsibility and Professionalism: A Sociomaterial Examination. London: Routledge.
  • Griffiths, V., S. Thompson, and L. Hryniewicz. 2010. “Developing a Research Profile: Mentoring and Support for Teacher Educators.” Professional Development in Education 36 (1–2): 245–262. https://doi.org/10.1080/19415250903457166.
  • Høydal, Ø. S., and M. Haldar. 2022. “A Tale of the Digital Future: Analyzing the Digitalization of the Norwegian Education System.” Critical Policy Studies 16 (4): 460–477. https://doi.org/10.1080/19460171.2021.1982397.
  • Ilomäki, L., S. Paavola, M. Lakkala, and A. Kantosalo. 2016. “Digital Competence – an Emergent Boundary Concept for Policy and Educational Research.” Education and Information Technologies 21 (3): 655–679. https://doi.org/10.1007/s10639-014-9346-4.
  • Instefjord, E., and E. Munthe. 2016. “Preparing Pre-Service Teachers to Integrate Technology: An Analysis of the Emphasis on Digital Competence in Teacher Education Curricula.” European Journal of Teacher Education 39 (1): 77–93. https://doi.org/10.1080/02619768.2015.1100602.
  • Johannesen, M., and L. Øgrim. 2020. “The Role of Multidisciplinarity in Developing teachers’ Professional Digital Competence.” Nordic Journal of Comparative and International Education (NJCIE) 4 (3–4): 72–89. https://doi.org/10.7577/njcie.3735.
  • Kelentrić, M., K. Helland, and A.-T. Arstorp. 2017. Professional Digital Competence Framework for Teachers. The Norwegian Directorate for Education and Training. https://www.udir.no/globalassets/filer/in-english/pfdk_framework_en_low2.pdf.
  • Lambert, K., L. Alfrey, J. O’Connor, and D. Penney. 2021. “Artefacts and Influence in Curriculum Policy Enactment: Processes, Products and Policy Work in Curriculum Reform.” European Physical Education Review 27 (2): 258–277. asn.https://doi.org/10.1177/1356336X20941224.
  • Lambert, K., and D. Penney. 2020. “Curriculum Interpretation and Policy Enactment in Health and Physical Education: Researching Teacher Educators as Policy Actors.” Sport, Education & Society 25 (4): 378–394. https://doi.org/10.1080/13573322.2019.1613636.
  • Lisborg, S., V. Daphne Händel, V. Schrøder, and M. Middelboe Rehder. 2021. “Digital Competences in Nordic Teacher Education: An Expanding Agenda.” Nordic Journal of Comparative and International Education (NJCIE) 5 (4): 53–69. https://doi.org/10.7577/njcie.4295.
  • Ljungqvist, M., and A. Sonesson. 2022. “Selling Out Education in the Name of Digitalization: A Critical Analysis of Swedish Policy.” Nordic Journal of Studies in Educational Policy 8 (2): 89–102. https://doi.org/10.1080/20020317.2021.2004665.
  • Lund, A., and T. Aagaard. 2020. “Digitalization of Teacher Education: Are We Prepared for Epistemic Change?” openarchive.usn.no. Nordic Journal of Comparative and International Education (NJCIE) 4 (3–4): 56–71. https://doi.org/10.7577/njcie.3751.
  • MacPhail, A., and M. O’Sullivan. 2020. “Challenges for Irish Teacher Educators in Being Active Users and Producers of Research.” In Teacher Educators as Teachers and as Researchers, edited by K. Smith and M. Assunção Flores, 64–78. Routledge.
  • McGarr, O. 2024. “Exploring and Reflecting on the Influences That Shape Teacher Professional Digital Competence Frameworks.” Teachers & Teaching: 1–17. https://doi.org/10.1080/13540602.2024.2313641.
  • Munthe, E., O. Erstad, M. B. Njå, S. Forsström, Ø. Gilje, S. Amdam, S. Moltudal, and S. B. Hagen. 2022. Digitalisering i grunnopplæring; kunnskap, trender og framtidig kunnskapsbehov, 1–136. https://www.uis.no/sites/default/files/2022-12/13767200%20Rapport%20GrunDig_0.pdf.
  • Nagel, I. 2021. “Digital Competence in Teacher Education Curricula: What Should Teacher Educators Know, Be Aware of and Prepare Students For?.” Nordic Journal of Comparative and International Education (NJCIE) 5 (4): 104–122. https://doi.org/10.7577/njcie.4228.
  • Nagel, I., G. B. Guðmundsdóttir, and H. W. Afdal. 2023. “Teacher educators’ Professional Agency in Facilitating Professional Digital Competence.” Teaching & Teacher Education 132:104238. https://doi.org/10.1016/j.tate.2023.104238.
  • Nelson, M. J., R. Voithofer, and S.-L. Cheng. 2019. “Mediating Factors That Influence the Technology Integration Practices of Teacher Educators.” Computers & Education 128:330–344. https://doi.org/10.1016/j.compedu.2018.09.023.
  • Novella-García, C., and A. Cloquell-Lozano. 2021. “The Ethical Dimension of Digital Competence in Teacher Training.” Education and Information Technologies 26 (3): 3529–3541. https://doi.org/10.1007/s10639-021-10436-z.
  • Orland-Barak, L., and J. Wang. 2021. “Teacher Mentoring in Service of Preservice teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform.” Journal of Teacher Education 72 (1): 86–99. https://doi.org/10.1177/0022487119894230.
  • Örtegren, A. 2022. “Digital Citizenship and Professional Digital Competence—Swedish Subject Teacher Education in a Postdigital Era.” Postdigital Science & Education 4 (2): 467–493. https://doi.org/10.1007/s42438-022-00291-7.
  • Pangrazio, L., and J. Sefton-Green. 2023. “Digital literacies as a ‘soft power’of educational governance.” In World Yearbook of Education 2024, 196–211. Routledge.
  • Reeves, J., and V. Drew. 2012. “Relays and Relations: Tracking a Policy Initiative for Improving Teacher Professionalism.” Journal of Education Policy 27 (6): 711–730. https://doi.org/10.1080/02680939.2011.652194.
  • Røkenes, F. M., R. Grüters, C. Skaalvik, T. G. Lie, O. Østerlie, A. Järnerot, K. Humphrey, Ø. Gjøvik, and M.-A. Letnes. 2022. “Teacher Educators’ Professional Digital Competence in Primary and Lower Secondary School Teacher Education.” Nordic Journal of Digital Literacy 17 (1): 46–60. https://doi.org/10.18261/njdl.17.1.4.
  • Sin, C. 2014. “The Policy Object: A Different Perspective on Policy Enactment in Higher Education.” Higher Education 68 (3): 435–448. https://doi.org/10.1007/s10734-014-9721-5.
  • Singh, P., S. Thomas, and J. Harris. 2013. “Recontextualising Policy Discourses: A Bernsteinian Perspective on Policy Interpretation, Translation, Enactment.” Journal of Education Policy 28 (4): 465–480. https://doi.org/10.1080/02680939.2013.770554.
  • Starkey, L. 2020. “A Review of Research Exploring Teacher Preparation for the Digital Age.” Cambridge Journal of Education 50 (1): 37–56. https://doi.org/10.1080/0305764X.2019.1625867.
  • Watson, C., and M. K. Michael. 2016. “Translations of Policy and Shifting Demands of Teacher Professionalism: From CPD to Professional Learning.” Journal of Education Policy 31 (3): 259–274. https://doi.org/10.1080/02680939.2015.1092053.
  • Webb, P. T., and K. N. Gulson. 2012. “Policy Prolepsis in Education: Encounters, Becomings, and Phantasms.” Discourse: Studies in the Cultural Politics of Education 33 (1): 87–99. https://doi.org/10.1080/01596306.2012.632169.
  • White, S. 2019. “Teacher Educators for New Times? Redefining an Important Occupational Group.” Journal of Education for Teaching 45 (2): 200–213. https://doi.org/10.1080/02607476.2018.1548174.