Planverkets blindsone? En analyse av profesjonsfaglig digital kompetanse i emneplanbeskrivelser for barnehagelærerutdanning

Abstract

This study is a systematic investigation and how professional digital competence is implemented in descriptions of learning outcomes for mandatory subjects in early childhood teacher education in Norway. Content analysis of subject curricula for 15 different study programs for early childhood teacher education, which has resulted in a total of 100 different subject curricula. Even though it is defined through national guidelines that professional digital competence is to be emphasized in the study program, this is mainly expressed through learning outcomes defined as knowledge and skills. Only 2 of 14 institutions have developed descriptions of learning outcomes defined as general competency. In this article we conclude that there is an existing gap between national guidelines for Norwegian early childhood teacher education and the developed learning outcomes in local subject curricula.