“And then I check to see if it looks legit” – digital critical competence in teacher education
This study investigates pre-service teachers’ understanding and use of their own digital critical competence. In the Norwegian teacher training programmes, pre-service teachers at all levels are required to develop critical reflection skills and learn basic digital skills. They have to be able to co...
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2023
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Online Access: | http://dx.doi.org/10.3389/feduc.2023.1137563 https://www.frontiersin.org/articles/10.3389/feduc.2023.1137563/full |
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crfrontiers:10.3389/feduc.2023.1137563 2024-02-11T10:09:29+01:00 “And then I check to see if it looks legit” – digital critical competence in teacher education Leming, Tove Johanson, Lisbeth Bergum 2023 http://dx.doi.org/10.3389/feduc.2023.1137563 https://www.frontiersin.org/articles/10.3389/feduc.2023.1137563/full unknown Frontiers Media SA https://creativecommons.org/licenses/by/4.0/ Frontiers in Education volume 8 ISSN 2504-284X Education journal-article 2023 crfrontiers https://doi.org/10.3389/feduc.2023.1137563 2024-01-26T10:01:52Z This study investigates pre-service teachers’ understanding and use of their own digital critical competence. In the Norwegian teacher training programmes, pre-service teachers at all levels are required to develop critical reflection skills and learn basic digital skills. They have to be able to communicate digitally and at the same time be able to reflect on how developments in technology entail a growing need for critical assessment of digital media. Through a qualitative approach, we interviewed 17 social studies pre-service teachers at UiT The Arctic University of Norway and asked how they understand and use digital critical competence. Our study shows that the students’ understanding of digital critical competence as a concept in the early stage of their education is mainly linked to source criticism and can largely be classified as a procedural understanding. A procedural approach means acting without any consideration of the underlying intentions; it requires little thought, and cognitive operations are ignored. More experienced pre-service teachers can link digital critical competence more clearly to the teaching profession and the school context and can reflect on didactic perspectives. They have a more norm-critical approach and question how information and knowledge are established. We find that they have developed a more critical and reflexive approach. The implication for teacher education is that digital critical competence should have a space in all subjects, not just social studies. This will help improve the quality of education and equip the pre-service teachers for everyday life as critical and reflexive teachers. Article in Journal/Newspaper Arctic University of Norway UiT The Arctic University of Norway Frontiers (Publisher) Arctic Norway Frontiers in Education 8 |
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Education |
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Education Leming, Tove Johanson, Lisbeth Bergum “And then I check to see if it looks legit” – digital critical competence in teacher education |
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Education |
description |
This study investigates pre-service teachers’ understanding and use of their own digital critical competence. In the Norwegian teacher training programmes, pre-service teachers at all levels are required to develop critical reflection skills and learn basic digital skills. They have to be able to communicate digitally and at the same time be able to reflect on how developments in technology entail a growing need for critical assessment of digital media. Through a qualitative approach, we interviewed 17 social studies pre-service teachers at UiT The Arctic University of Norway and asked how they understand and use digital critical competence. Our study shows that the students’ understanding of digital critical competence as a concept in the early stage of their education is mainly linked to source criticism and can largely be classified as a procedural understanding. A procedural approach means acting without any consideration of the underlying intentions; it requires little thought, and cognitive operations are ignored. More experienced pre-service teachers can link digital critical competence more clearly to the teaching profession and the school context and can reflect on didactic perspectives. They have a more norm-critical approach and question how information and knowledge are established. We find that they have developed a more critical and reflexive approach. The implication for teacher education is that digital critical competence should have a space in all subjects, not just social studies. This will help improve the quality of education and equip the pre-service teachers for everyday life as critical and reflexive teachers. |
format |
Article in Journal/Newspaper |
author |
Leming, Tove Johanson, Lisbeth Bergum |
author_facet |
Leming, Tove Johanson, Lisbeth Bergum |
author_sort |
Leming, Tove |
title |
“And then I check to see if it looks legit” – digital critical competence in teacher education |
title_short |
“And then I check to see if it looks legit” – digital critical competence in teacher education |
title_full |
“And then I check to see if it looks legit” – digital critical competence in teacher education |
title_fullStr |
“And then I check to see if it looks legit” – digital critical competence in teacher education |
title_full_unstemmed |
“And then I check to see if it looks legit” – digital critical competence in teacher education |
title_sort |
“and then i check to see if it looks legit” – digital critical competence in teacher education |
publisher |
Frontiers Media SA |
publishDate |
2023 |
url |
http://dx.doi.org/10.3389/feduc.2023.1137563 https://www.frontiersin.org/articles/10.3389/feduc.2023.1137563/full |
geographic |
Arctic Norway |
geographic_facet |
Arctic Norway |
genre |
Arctic University of Norway UiT The Arctic University of Norway |
genre_facet |
Arctic University of Norway UiT The Arctic University of Norway |
op_source |
Frontiers in Education volume 8 ISSN 2504-284X |
op_rights |
https://creativecommons.org/licenses/by/4.0/ |
op_doi |
https://doi.org/10.3389/feduc.2023.1137563 |
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Frontiers in Education |
container_volume |
8 |
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