581
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Pathways to professional digital competence to teach for digital citizenship: social science teacher education in flux

ORCID Icon & ORCID Icon
Received 16 Feb 2023, Accepted 08 Apr 2024, Published online: 18 Apr 2024

References

  • Almås, A. G., Bueie, A. A., & Aagaard, T. (2021). From digital competence to professional digital competence: Student teachers’ experiences of and reflections on how teacher education prepares them for working life. Nordic Journal of Comparative and International Education (NJCIE), 5(4), 70–85. https://doi.org/10.7577/njcie.4233
  • Barton, K. C., & Avery, P. G. (2016). Research on social studies education: Diverse students, settings, and methods. In D. H. Gitomer & C. A. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 985–1038). American Educational Research Association.
  • Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic analysis. In P. Liamputtong (Ed.), Handbook of research methods in health social sciences (pp. 843–860). Springer Nature Singapore Pte Ltd. https://doi.org/10.1007/978-981-10-5251-4_103
  • Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Strømme, T. A. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86, 102875. https://doi.org/10.1016/j.tate.2019.07.005
  • Cervera, M. G., & Caena, F. (2022). Teachers’ digital competence for global teacher education. European Journal of Teacher Education, 45(4), 451–455. https://doi.org/10.1080/02619768.2022.2135855
  • Choi, M. (2016). A concept analysis of digital citizenship for democratic citizenship education in the internet age. Theory & Research in Social Education, 44(4), 565–607. https://doi.org/10.1080/00933104.2016.1210549
  • Choi, M., Cristol, D., & Gimbert, B. (2018). Teachers as digital citizens: The influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers & Education, 121, 143–161. https://doi.org/10.1016/j.compedu.2018.03.005
  • Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. (2020). Educating teacher educators: International perspectives. The New Educator, 16(1), 5–24. https://doi.org/10.1080/1547688X.2019.1670309
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
  • Crilly, N., Blackwell, A. F., & Clarkson, P. J. (2006). Graphic elicitation: Using research diagrams as interview stimuli. Qualitative Research, 6(3), 341–366. https://doi.org/10.1177/1468794106065007
  • Dumbrava, C. (2017). Citizenship and technology. In A. Shachar, R. Bauböck, I. Bloemraad, & M. Vink (Eds.), The Oxford handbook of citizenship (pp. 766–788). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198805854.013.33.
  • Edling, S., & Mooney Simmie, G. (2020). Democracy and teacher education: Dilemmas, challenges and possibilities. Routledge. https://doi.org/10.4324/9780429489525
  • Erstad, O., Kjällander, S., & Järvelä, S. (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
  • Erstad, O., & Voogt, J. (2018). The twenty-first century curriculum: Issues and challenges. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second Handbook of Information Technology in Primary and Secondary Education (pp. 1–18). Springer International Publishing. https://doi.org/10.1007/978-3-319-53803-7_1-2
  • European Commission. (2021). 2030 digital compass: The European way for the digital decade. https://eufordigital.eu/wp-content/uploads/2021/03/2030-Digital-Compass-the-European-way-for-the-Digital-Decade.pdf
  • Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
  • Fawns, T., Ross, J., Carbonel, H., Noteboom, J., Finnegan-Dehn, S., & Raver, M. (2023). Mapping and tracing the postdigital: Approaches and parameters of postdigital research. Postdigital Science and Education, 5(3), 623–642. https://doi.org/10.1007/s42438-023-00391-y
  • Flores, M. A. (2023). Why teacher education matters even more. European Journal of Teacher Education, 46(5), 747–751. https://doi.org/10.1080/02619768.2023.2298631
  • Frau-Meigs, D., O’Neill, B., Soriani, A., & Tomé, V. (2017). Digital citizenship education: Overview and new perspectives. Council of Europe Publishing.
  • Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
  • Gudmundsdottir, G. B., & Hatlevik, O. E. (2020). “I just google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use. Nordic Journal of Comparative and International Education (NJCIE), 4(3–4), 39–55. https://doi.org/10.7577/njcie.3752
  • Hintz, A., Dencik, L., & Wahl-Jorgensen, K. (2019). Digital citizenship in a datafied society. Polity Press.
  • Instefjord, E., & Munthe, E. (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
  • Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016
  • Jandrić, P., & Ford, D. R. (2022). Postdigital ecopedagogies: Genealogies, contradictions, and possible futures. Postdigital Science and Education, 4(3), 692–710. https://doi.org/10.1007/s42438-020-00207-3
  • Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., & Hayes, S. (2018). Postdigital science and education. Educational Philosophy and Theory, 50(10), 893–899. https://doi.org/10.1080/00131857.2018.1454000
  • Johansson, J. (2017). Samhällskunskap i den nya ämneslärarutbildningen. Samhällskunskapens innehåll vid 14 lärosäten i Sverige [Social science education in the new subject teacher training programmes: Social science education at 14 universities in Sweden]. Nordidactica – Journal of Humanities and Social Science Education, 2017(4), 1–27.
  • Knox, J. (2019). What does the ‘postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1(2), 357–370. https://doi.org/10.1007/s42438-019-00045-y
  • Lantz-Andersson, A., Skantz-Åberg, E., Roka, A., Lundin, M., & Williams, P. (2022). Teachers’ collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency. Learning, Culture and Social Interaction, 35, 100645. https://doi.org/10.1016/j.lcsi.2022.100645
  • Lindfors, M., & Olofsson, A. D. (2023). The search for professional digital competence in Swedish teacher education policy—A content analysis of the prerequisites for teacher educators’ dual didactic task. Cogent Education, 10(2), 2272994. https://doi.org/10.1080/2331186X.2023.2272994
  • Lindfors, M., Pettersson, F., & Olofsson, A. D. (2021). Conditions for professional digital competence: The teacher educators’ view. Education Inquiry, 12(4), 390–409. https://doi.org/10.1080/20004508.2021.1890936
  • Lipsky, M. (2010). Street-level bureaucracy: Dilemmas of the individual in public service. Russell Sage Foundation.
  • Lund, A., & Aagaard, T. (2020). Digitalization of teacher education: Are we prepared for epistemic change? Nordic Journal of Comparative and International Education (NJCIE), 4(3–4), 56–71. https://doi.org/10.7577/njcie.3751
  • Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. (2014). What does professional digital competence mean in teacher education? Nordic Journal of Digital Literacy, 9(4), 281–299. https://doi.org/10.18261/ISSN1891-943X-2014-04-04
  • Markauskaite, L., Carvalho, L., & Fawns, T. (2023). The role of teachers in a sustainable university: From digital competencies to postdigital capabilities. Educational Technology Research and Development, 71(1), 181–198. https://doi.org/10.1007/s11423-023-10199-z
  • McGarr, O., & McDonagh, A. (2019). Digital competence in teacher education, Output 1 of the Erasmus+funded developing student teachers’ digital competence (DICTE) project. https://dicte.oslomet.no/
  • Olofsson, A. D., Lindberg, J. O., Pedersen, A. Y., Arstorp, A.-T., Dalsgaard, C., Einum, E., Caviglia, F., Ilomäki, L., Veermans, M., Häkkinen, P., & Willermark, S. (2021). Digital competence across boundaries—beyond a common Nordic model of the digitalisation of K-12 schools? Education Inquiry, 12(4), 317–328. https://doi.org/10.1080/20004508.2021.1976454
  • Örtegren, A. (2022). Digital citizenship and professional digital competence – Swedish subject teacher education in a postdigital era. Postdigital Science and Education, 4(2), 467–493. https://doi.org/10.1007/s42438-022-00291-7
  • Örtegren, A. (2024a). Philosophical underpinnings of digital citizenship through a postdigital lens: Implications for teacher educators’ professional digital competence. Education and Information Technologies, 29(4), 4253–4285. https://doi.org/10.1007/s10639-023-11965-5
  • Örtegren, A. (2024b). Postdigital democracy. In P. Jandrić (Ed.), Encyclopedia of postdigital science and education. Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-35469-4_59-1
  • Raiker, A., Rautiainen, M., & Saqipi, B. (Eds.). (2020). Teacher education and the development of democratic citizenship in Europe. Routledge. https://doi.org/10.4324/9780429030550
  • Ross, J. (2017). Speculative method in digital education research. Learning, Media and Technology, 42(2), 214–229. https://doi.org/10.1080/17439884.2016.1160927
  • Sandahl, J. (2018). Vart bör samhällskunskapsdidaktiken gå? Om ett splittrat forskningsfält och vägar framåt [Where should social science didactics be heading? On a diverse research field and possible futures]. Nordidactica – Journal of Humanities and Social Science Education, 8(3), 44–64.
  • Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers’ professional digital competence: An overview of conceptualisations in the literature. Cogent Education, 9(1), 2063224. https://doi.org/10.1080/2331186X.2022.2063224
  • Swedish Higher Education Authority. (2020). Utvärdering av ämneslärarutbildningarna [Audit of teacher education programmes for lower and upper secondary school].
  • Swedish National Agency for Education. (2018). Curriculum for the compulsory school, preschool class and school-age educare. Revised 2018.
  • Swedish Research Council. (2017). Good research practice. Vetenskapsrådet [Swedish Research Council].
  • Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189–1209. https://doi.org/10.1111/bjet.12748
  • Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12–23. https://doi.org/10.1016/j.tate.2017.11.005
  • Vajen, B., Kenner, S., & Reichert, F. (2023). Digital citizenship education – Teachers’ perspectives and practices in Germany and Hong Kong. Teaching and Teacher Education, 122, 103972. https://doi.org/10.1016/j.tate.2022.103972
  • Velander, J., Taiye, M. A., Otero, N., & Milrad, M. (2023). Artificial intelligence in K-12 education: Eliciting and reflecting on Swedish teachers’ understanding of AI and its implications for teaching & learning. Education and Information Technologies, 29(4), 4085–4105. https://doi.org/10.1007/s10639-023-11990-4
  • Villar-Onrubia, D., Morini, L., Marín, V. I., & Nascimbeni, F. (2022). Critical digital literacy as a key for (post)digital citizenship: An international review of teacher competence frameworks. Journal of E-Learning and Knowledge Society, 18(3), 128–139. https://doi.org/10.20368/1971-8829/1135697
  • Von Gillern, S., Korona, M., Wright, W., Gould, H., & Haskey-Valerius, B. (2024). Media literacy, digital citizenship and their relationship: Perspectives of preservice teachers. Teaching and Teacher Education, 138, 104404. https://doi.org/10.1016/j.tate.2023.104404
  • Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The digital competence framework for citizens. EUR 31006 EN. Publications Office of the European Union. https://doi.org/10.2760/490274
  • Wikforss, Å. (2023). The dangers of disinformation. In H. Samaržija & Q. Cassam (Eds.), The epistemology of democracy (pp. 90–112). Routledge. https://doi.org/10.4324/9781003311003-7.
  • Willermark, S., Olofsson, A. D., & Lindberg, J. O., (Eds.). (2023). Digitalization and digital competence in educational contexts: A Nordic perspective from policy to practice. Routledge. https://doi.org/10.4324/9781003355694