Erik Straume Bussesund, Oliver McGarr, Bård Ketil Engen
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Teacher educators’ discursive enactment of professional digital competencies
This paper explores how teacher educators in Norway discursively enact a policy framework for teachers’ professional digital competence (PDC) in the context of the digitalisation of education. This...
期刊介绍：
The Journal of Education Policy publishes original, critically and theoretically informed research that discusses, analyses and debates policymaking, policy implementation and the impact of policy at all levels and in all facets of formal and informal education. The journal is interested in analysis and theorisation of policy that is transposable, that has generic interest and relevance - national policy case studies would need to be conceptually and/or methodologically generalisable. The journal also publishes work that presents new methods of research and research studies that are experimental and innovative. The journal offers a forum for theoretical debate, as well as historical, philosophical and comparative studies, across different countries, contexts and levels of education. A valuable resource for academics, researchers, educators and policy makers, Journal of Education Policy provides rigorous and original insights into educational policy development, implications and global impact.
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