Teacher educators’ professional digital competence in primary and lower secondary school yeacher education

Abstract

This study examines teacher educators’ experiences with a professional development program—the Digitalization of Primary and Lower Secondary School Teacher Education (DigGiLU) project—offered at a Norwegian teacher education institution. A qualitative case study design was used, which incorporated semi-structured focus groups with 20 teacher educators (N = 20). The results show that teacher educators reported an increased awareness of the role of technology in teaching and learning. The participants underscored collegial knowledge-sharing activities involving the purposeful use of digital technology and collegial coaching with section coordinators as the most valuable aspects of professional development. The implications of these findings for teacher education are discussed.