- 10:00: Trial lecture
- 12:00: Public defence
The title of the trial lecture: to be annouced.
The title of the thesis is "Digital Transformation and Teacher Qualification - The Policy Trajectory of Professional Digital Competence."
The event will be streamed (zoom.oslomet.us).
The ordinary opponents are:
- First opponent: Professor Ola Erstad, University of Oslo
- Second opponent: Professor Anders D. Olofsson, University of Umeå, Sweden
- Chair of the committee: Professor Halla Bjørk Holmarsdottir, Department of Department of Primary and Secondary Teacher Education, OsloMet
- The leader of the public defense is Sølvi Mausethagen, Vice-Dean for Research and Development, Faculty of Education and International Studies, OsloMet
The main supervisor is Professor Bård Ketil Engen, Department of Primary and Secondary Teacher Education, OsloMet. The co-supervisor is Professor Oliver McGarr, University of Limerick.
Thesis abstract
The dissertation examines how digital transformation and teacher competence are constructed in the Norwegian Framework for Teachers' Professional Digital Competence (PfDK), and how teacher educators and teachers apply and contextualize the policy instrument in their practices.
The focus of the thesis is on the discursive aspects of digitalisation of education and how teachers' qualifications are understood as the key to a successful and desired digital transformation of education.
Theoretically, the dissertation is based on perspectives from policy sociology and sociotechnical imaginaries. These perspectives are used to shed light on how discourses on educational policy and educational professionalism contribute to shaping teachers' practice and use of digital technology.
The perspectives allow for analyses of how professional digital competence is constructed, understood and received by different actors.
The empirical basis for the analyses is policy documents and interview data. The research design for the PhD thesis is a policy trajectory, that follows the PfDK framework through teacher education and school to examine the governance document being enacted in the institutional context.
Seen together, the three articles, which are part of the thesis, form a picture of professional digital competence as a political instrument and how teacher educators and teachers use this policy discursively.
Contact the PhD administrative team via e-mail.
