Examining Teacher Educators' Roles in Developing Preservice Teachers' Digital Competence
Kukkonen, Jari; Kontkanen, Sini; Kontturi, Heikki; Nenonen, Sanna; Parpala, Mari; Tahvanainen, Ville; Valtonen, Teemu (2025-05-16)
Taylor & Francis
16.05.2025
Kukkonen, J., Kontkanen, S., Kontturi, H., Nenonen, S., Parpala, M., Tahvanainen, V., & Valtonen, T. (2025). Examining Teacher Educators’ Roles in Developing Preservice Teachers’ Digital Competence. European Journal of Teacher Education, 1–24. https://doi.org/10.1080/02619768.2025.2505021
https://creativecommons.org/licenses/by/4.0/
© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202505233886
https://urn.fi/URN:NBN:fi:oulu-202505233886
Tiivistelmä
Abstract
Teacher education institutions and educators are pivotal in fostering digital competences among teachers. This research focuses on teacher educators’ perceptions of supporting the development of preservice teachers’ digital competences using the synthesis of qualitative data (SQD) key strategies, attitudes towards using educational technology, and technological pedagogical knowledge. The study employed a mixed methods convergence model by collecting and analysing quantitative and qualitative data. The target group consisted of teacher educators (N = 128) from three Finnish teacher education institutions. Findings reveal that the most prevalent strategies include providing authentic learning experiences and serving as role models. Using latent profile analysis, three clusters of teacher educators were identified. These clusters aligned with the results from the qualitative data, both indicating the importance of supporting the development of preservice teachers’ digital competences. The results also emphasised the important role of attitudes; however, challenges in implementing SQD strategies exist.
Teacher education institutions and educators are pivotal in fostering digital competences among teachers. This research focuses on teacher educators’ perceptions of supporting the development of preservice teachers’ digital competences using the synthesis of qualitative data (SQD) key strategies, attitudes towards using educational technology, and technological pedagogical knowledge. The study employed a mixed methods convergence model by collecting and analysing quantitative and qualitative data. The target group consisted of teacher educators (N = 128) from three Finnish teacher education institutions. Findings reveal that the most prevalent strategies include providing authentic learning experiences and serving as role models. Using latent profile analysis, three clusters of teacher educators were identified. These clusters aligned with the results from the qualitative data, both indicating the importance of supporting the development of preservice teachers’ digital competences. The results also emphasised the important role of attitudes; however, challenges in implementing SQD strategies exist.
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