Tensions between the political, institutional, and project levels when developing professional digital competence in teacher education. A cultural historical activity theory analysis of inhibiting and facilitating factors

Abstract

This study is a Cultural Historical Activity Theory analysis of the tensions between object and motive at the political, institutional and project management levels for five digitalisation projects aimed at integrating professional digital competence (PDC) in Norwegian teacher education (TE). The study is inspired by ethnography and builds on a variety of qualitative data (including qualitative interviews (N = 14)) gathered through the author’s participation in different roles (2017–2021). Identifying objects and motives across levels allows for the identification of factors inhibiting and facilitating factors the development of PDC in TE. An analytical model was developed to identify the objects and motives at each level, showing a political object of preparing for the future, an institutional object of creating high quality TE, and a project management object of delivering a lasting impact on TE. These differing objects and motives guide the activities at each level and reveal tension, including between the political push for change, project management’s attempts to deliver impact, and a culture built on academic freedom which seems counterproductive by slowing things down. The study also reveals facilitating factors, such as funding and relevance in collaboration with schools, and inhibiting factors like academic freedom and the expected speed of change.