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Digital competence in teacher education: comparing national policies in Norway, Ireland and Spain
Date
2021
Abstract
This paper explores the development of policies dealing with teachers’ digital competence in Norway, Ireland and Spain. Using a documentary research approach, the study analysed relevant policy documents from each country over a thirty-year period to the present day. Analysis of the documents highlights historical differences and similarities in how technology in education policies developed during that period and differences in how teacher education was addressed. Despite these differences, the analysis indicates a convergence in recent years towards a common understanding and the importance of teachers’ digital competence influenced by supranational frameworks. The paper discusses the potential influence of these supranational frameworks and examines the opportunities and challenges of this policy convergence.
Supervisor
Description
peer-reviewed
The full text of this article will not be available in ULIR until the embargo expires on the 12/10/2022
Publisher
Taylor & Francis - Routledge
Citation
Learning, Media and Technology; 46 (4), pp. 483-497
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McGarr_2021_Digital.pdf
Adobe PDF, 976.7 KB
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Funding code
Funding Information
Ministerio de Ciencia e Innovación