Newly qualified teachers’ professional digital competence: implications for teacher education

TLDR

Digital resources and media are increasingly integral to teaching, making teachers’ professional digital competence (PDC) a growing priority in classrooms. The study investigates how newly qualified teachers are prepared to use ICT within their initial teacher education (ITE). A nationwide survey of 356 newly qualified teachers examined the link between their ICT self‑efficacy and their perceptions of ITE’s quality, contributions, and impact on PDC development. Teachers reported generally poor ICT training quality and contribution, and the authors argue that ongoing review and targeted efforts are needed to enhance ITE’s support for PDC and ICT self‑efficacy.

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.