CALL FOR PAPERS: Special Issue on Digital Competence in Teacher Education across Europe
Special Issue Guest Editors: Tonje H. Giæver (Oslo Metropolitan University), Adrian McDonagh (University of Limerick), Louise Mifsud (Oslo Metropolitan University), Josephine Milton (University of Malta)
This special issue will include both commissioned and open call papers.
Overview of the special issue: This special issue focuses on the increasingly important concern of digital competence in initial teacher education and examines the range of digital competencies required by educators in a rapidly evolving digital context. Teacher education plays a critical role in preparing teachers to integrate digital technologies in teaching and learning and needs to equip teachers with the skills to adapt to changing technologies and curricula in the future. Tømte et al. (2015) note that teacher education does not pay enough attention to developing student teachers’ digital competence.
To advance practice in this area, several competence frameworks have been created to describe and define the relationship between technology in teaching and learning and teachers’ professional digital competence (Mishra & Koehler, 2006; Ferrari 2012). These frameworks have traditionally focused on technical and pedagogical dimensions, however, both ethical and attitudinal dimensions are often overlooked. Engen (2019) suggests that teachers’ professional digital competence should also encompass a conceptual knowledge of social and cultural aspects. This would suggest that more work needs to be done in mapping out the various dimensions of teachers’ digital competence.
Contributions are invited on topics of interest that include, but are not limited to the following:
- The role of digital competence in initial teacher education
- Identifying and developing key digital competences in initial teacher education
- Attitudes towards integrating new digital technologies in teaching and learning
- Exploring current digital frameworks as a guide to integrating digital practices in teacher education
- Policies and cultures affecting digital competence in teacher education
- Researching digital competence from a European context, challenges, and comparisons.
- Pre-service and in-service teachers' awareness and knowledge of cyber ethics.
- The role of digital competence in teaching and learning during school closures due to emergencies (such as during the Covid-19 pandemic).
In the emerging researcher’ section we welcome work by young scholars (dissertations on the theme). We also welcome book reviews focusing on digital competence in teacher education across Europe. See more details about this in the NJCIE guidelines.
- Deadline for Abstract Submission: 20th November 2020
- Manuscript submission on the platform: 1stMarch 2021
- Estimated publication date: October - December 2021
Authors are invited to submit an abstract of a maximum of 500 words to the editors by email: firstname.lastname@example.org.
Only those authors with approved abstracts will be invited to submit completed manuscripts for peer review. This acceptance is not a guarantee that the paper will be accepted for publication. Accepted manuscripts should be written in English and should be between 5,000 and 7,000 words. The manuscripts are to be uploaded to the platform directly. Please refer to the NJCIE Author Guidelines for additional information about submission, style, and formatting.
Engen, B. K. (2019). Understanding social and cultural aspects of teachers’ digital competencies. Comunicar. Media Education Research Journal, 27(2).
Ferrari, A. (2012). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Publications Office of the European Union.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Tømte, C., Enochsson, A. B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35.