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Digital competence in teacher education: comparing national policies in Norway, Ireland and Spain

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Digital competence in teacher education: comparing national policies in Norway, Ireland and Spain

dc.contributor.author	McGarr, Oliver
dc.contributor.author	Mifsud, Louise
dc.contributor.author	Colomer Rubio, Juan Carlos
dc.date.accessioned	2022-05-17T11:38:06Z
dc.date.available	2022-05-17T11:38:06Z
dc.date.issued	2021
dc.identifier.uri	https://hdl.handle.net/10550/82809
dc.description.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.
dc.language.iso	eng
dc.relation.ispartof	Learning Media And Technology, 2021, vol. 46, num. 4, p. 1-17
dc.source	McGarr, Oliver Mifsud, Louise Colomer Rubio, Juan Carlos 2021 Digital competence in teacher education: comparing national policies in Norway, Ireland and Spain Learning Media And Technology 46 4 1 17
dc.subject	Professors Formació
dc.subject	Educació
dc.subject	Tecnologia
dc.title	Digital competence in teacher education: comparing national policies in Norway, Ireland and Spain
dc.type	journal article	es_ES
dc.date.updated	2022-05-17T11:38:06Z
dc.identifier.doi	https://doi.org/10.1080/17439884.2021.1913182
dc.identifier.idgrec	148652
dc.rights.accessRights	open access	es_ES