Researchers and society in general seem to be conflicted regarding the use of digital technology in early childhood education (ECE). Some are focusing on the positive aspects of using digital technology, while others are critical and position it as an enemy of early childhood practice. It has been argued that digital technology is not appropriate for young children’s cognitive, physical, social and emotional development. Nevertheless, supporting and developing young children’s beginning digital competence is implemented in curricula and teacher education globally. The need for teachers’ professional digital competence (PDC) is increasing according to the development and increased use of digital technology in society as a whole, including in the field of education. The field of research has, to a large extent, been focused on primary and secondary education, and there is a lack of research on PDC in ECE. To gain insight into the dynamics of PDC in ECE, we investigated a range of ECE contexts by including different international perspectives in a comparative study of pre-service early childhood (EC) teachers transitioning to being in-service teachers. The survey was conducted in eight different nations (Norway, Slovenia, Portugal, Poland, Turkey, Ukraine, England and Jordan) and resulted in 772 responses from pre-service teachers in the last year of their education. The paper discusses these international perspectives, considering the differences found between nations. It also investigates the dynamics of PDC, understood in this article as comprising attitudes, skills and knowledge. Following this, it also investigates how these dynamics are affecting the pre-service teachers’ expectations related to their future application of digital tools as teachers to be. The results indicate large differences between nations for both single items and multi-item scales. At the same time, the dynamics of digital practices across nations reveal that attitudes, digital skills and knowledge are statistically strong predictors of pre-service teachers’ future use of educational digital technology (EDT). This indicates both similarities and differences across nations and could serve as insight regarding the development of teacher programmes and the importance of including all aspects when developing pre-service teachers’ PDC. This article, due to its limitation, will not elaborate in depth on contextual differences, and further qualitative research is needed to understand the complexity related to educational culture and practice.

Digital technology has become an important part of society and deserves attention and in-depth research, which is still lacking. The study presented in this paper includes international perspectives from six countries and examines which factors influence the use of digital technologies in future pedagogical work in primary schools. Specifically, we investigated how pre-service teachers assess their attitudes, knowledge, and skills towards digital technology, and we determined these factors’ role in the pre-service teachers’ future use of digital technologies in pedagogical work. For the purpose of the research, an online questionnaire was used, which contained open-ended questions, optional questions, and five-point Likert-type scales, and Spearman correlation and Stepwise linear regression statistical methods were used in the data analysis. The sample consisted of 573 full-time and part-time undergraduate pre-service teachers from the Faculties of Education’s higher professional programmes in Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan. Data were collected between June 2021 and May 2022 and processed using IBM SPSS. The present research showed the significant importance of knowledge and skills about digital technologies and professional attitude towards digital tool factors for pre-service teachers’ future professional use of digital technologies. The demonstrated intention of the future use of digital technologies showed the readiness of pre-service teachers regarding the inclusion of digital technologies in pedagogical work. Opportunities for further research are in the implementation of focus groups after surveying pre-service teachers, as well as regular measurements and the inclusion of other important constructs in the regression model.

Klasseledelse er en sentral del av lærerens undervisningspraksis i kroppsøving, der også rammebetingelsene for undervisning er annerledes enn i klasserommet. Formålet med denne pilotstudien er å undersøke lærerstudenters erfaringer med videoanalyse for å utvikle egen klasseledelse i kroppsøving gjennom et praktisk-didaktisk arbeidskrav i grunnskolelærerutdanningen (GLU). Med utgangspunkt i en kritisk-realistisk tilnærming gjorde vi en refleksiv tematisk analyse der vi intervjuet fem lærerstudenter på første og andre året i GLU. Funnene i pilotstudien illustrerer hvordan videoanalyse kan være et nyttig og egnet læringsverktøy for å identifisere og analysere ulike aspekt ved egen klasseledelse i kroppsøving, og for å reflektere over egne valg, handlinger og oppfatninger av seg selv som klasseleder. Arbeidsmåten i arbeidskravet bør utvikles videre for å utfordre lærerstudentenes forståelse av god klasseledelse. Videre bør man sørge for trygge rammevilkår for studentene ved bruk av video for å analysere undervisningssituasjoner hvis arbeidskravet skal gjennomføres videre som et obligatorisk arbeidskrav ved lærerutdanningsinstitusjoner i Norge.