| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 348271 | Computers & Education | 2015 | 10 Pages |
•We explored online teacher education programmes at two HEIs.•We studied how student teachers develop professional digital competence.•We applied mixed method design including quantitative and qualitative approaches.•The programmes integrated professional digital competence poorly.•The discourses on online education and on digital competence derive from different stakeholders.
In this article we study how online teacher education programmes may enhance innovative ways of teaching and learning with Information and Communication Technology (ICT). We explore how online teachers are practising professional digital competence, in general and within subject areas, and to what extent they encourage student teachers to develop their own professional digital competence. Based on online teacher education programmes at two distinct higher education institutions (HEIs), we applied mixed method design including quantitative and qualitative approaches to illuminate the aims and the scope. Our study revealed that even if online teacher education programmes represent good avenues for stimulating teachers and student teachers to develop digital competence for pedagogical purposes, this aspect is poorly integrated within the actual programmes, although some interesting examples were demonstrated. By looking at the origins of the discourses on online education and on digital competence, we found that they derive from different stakeholders: while the discourse on online education originated from the management side at both HEIs, the discourse on digital competence derived from certain teaching staff at the two HEIs. Our study indicated that there is still some way to go to innovative solutions and to develop the potential of professional digital competence in online teacher education programmes.
