Emergency Remote Teaching During COVID-19 in Norwegian Teacher Education

• In Event: Preservice Teacher Education in International Contexts

Abstract

The purpose of the qualitative study is to report on teacher educators’ (TEs’) development of professional digital competence (PDC) based on their experiences with emergency remote teaching (ERT) and interactions with student teachers in Norwegian teacher education during the Covid-19 lockdown. 222 open-text TE responses from a survey were analyzed using thematic analysis and a theoretical model for PDC as an analytical lens, resulting in two themes: 1) Reflections about the development of PDC and 2) Didactical possibilities and challenges with ERT. Benefits reported are an overall increase in PDC, an expanded overview of digital tools, and opportunities to facilitate student-active learning. Barriers include limited student interaction, technical difficulties, and lack of motivation. Implications for teacher education are discussed.

Author

• Fredrik Mørk Røkenes, Norwegian University of Science and Technology
  Presenting Author