Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education
Abstract The purpose of this study is to examine how secondary student teachers are educated to teach with ICT through an English as a Second Language (ESL) didactics course offered at a teacher education program in Norway. Using a case study methodology, four cohorts of postgraduate student teachers were examined over 4 academic semesters. The students were qualifying to teach ESL in secondary school. Data were collected through surveys, participant observations, and semi structured interviews. A theoretical model for digital competence development was used as an analytical lens in the data analysis. Findings indicate that the mastery and appropriation of teaching ESL with ICT varies amongst student teachers. Through their studies, the overall digital competence development is both enabled and inhibited by a number of factors such as modeling, scaffolding learning experiences, linking theory and practice, reflection, access to resources and support, innovative assessment practices, and collaborative learning. The implications that these findings have for teacher education are discussed.
Comput. Educ.