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dc.contributor.authorPedersen, Cathrine
dc.contributor.authorAagaard, Toril
dc.contributor.authorDaus, Stephan
dc.contributor.authorNagel, Ilka
dc.contributor.authorAmdam, Synnøve Hedemann
dc.contributor.authorVika, Karl Solbue
dc.contributor.authorRøkenes, Fredrik Mørk
dc.contributor.authorAndreasen, Johan Kristian
dc.date.accessioned2024-08-02T08:25:03Z
dc.date.available2024-08-02T08:25:03Z
dc.date.created2024-05-30T13:40:43Z
dc.date.issued2024
dc.identifier.citationTeachers and Teaching: theory and practice. 2024, 30 (4), 417-436.
dc.identifier.issn1354-0602
dc.identifier.urihttps://hdl.handle.net/11250/3144192
dc.description.abstractThe present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher education institutions. Survey data from TEds (N = 389) was subjected to structural equation modelling. With latent class analysis, we identified three distinct profiles based on probability of engagement in different digital competence development (DCD) activities: 1) The restrictive user—characterised by sporadic and narrow use of DCD strategies, prefers peer-restricted collaboration, 2) The moderate user—regular user of DCD strategies, prefers peer-restricted collaboration, and 3) The extensive user—frequent and comprehensive user DCD strategies, engages in broad collaboration. The extensive users also use digital resources more frequently in their teaching compared to the moderate and especially the restricted users. This is the case for individual interactions with students, to make teaching more relevant and applicable, as well as to make teaching more student active. Based on the knowledge on TEds profiles emerging from this study, we propose recommendations for better tailoring of DCD initiatives.
dc.language.isoeng
dc.titleProfiling teacher educators’ strategies for professional digital competence development
dc.title.alternativeProfiling teacher educators’ strategies for professional digital competence development
dc.typePeer reviewed
dc.typeJournal article
dc.description.versionpublishedVersion
dc.source.pagenumber417-436
dc.source.volume30
dc.source.journalTeachers and Teaching: theory and practice
dc.source.issue4
dc.identifier.doi10.1080/13540602.2024.2336612
dc.identifier.cristin2272146
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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