Ilka Nagel

Fakultet for lærerutdanninger og språk
English version of this page Stilling

Faglige interesser

  • Digital kompetanse i lærerutdanningen
  • Lærerens profesjonsfaglige digital kompetanse
  • Digital Didaktisk Design 
  • Digital vurdering


PhD Project

My Ph.D. project is a part of DigiEd which is one of the thematic areas of our bigger interdisciplinary strategic research initiative called The Digital Society. The (working) title is Facilitating Professional Digital Competence in Teacher Education Policy and Practice.

The study will analyse curricula across several institutions and explore what teacher educators do to foster student teachers’ professional digital competence (PDC) and how they describe their professional role concerning promoting student teachers’ PDC. The study will also explore how teacher education institutions cooperate with partner schools to ensure coherence and create opportunities for the further and more practical development of PDC.

Research questions

The overarching research question is: How is PDC facilitated in Norwegian teacher education policy and practice? This question has been divided into sub-questions, and the project will consist of three sub-studies that will answer the parent question.

  1. In what ways is digital competence addressed in teacher education local curricula, and how does this relate to teacher educators’ professional knowledge base.
  2. How do teacher educators perceive their role in promoting student teachers‘ PDC in teacher education on campus?
  3. Which dimensions of PDC are central in teacher education institutions’ cooperation with partner schools?


The research project’s primary goal is to gain insight into how initial teacher education programmes for grades 5-10 in Norway facilitate the development of professional digital competence in student teachers. Findings from this project will have implications for the further development of local curricula, the organisation of teacher education study programmes and teacher educators’ professional development. The project will also contribute to the discourse on teacher educator professionalism and quality in teacher education. The project was started in the fall semester 2020 and is planned to be completed after three years. Data will be collected from six Norwegian teacher education institutions.

Project Sub-Studies

This project employs a mixed methods approach, focusing on qualitative methods with a sequential-concurrent design (Johnson & Christensen, 2012).

The first phase (Sub-Study 1) will focus on local curricula as policy documents and provide an overview of the intentions concerning the promotion of student teachers’ PDC on the level of a formal curriculum (Goodlad et al., 1979). 

In the second phase, the perspective will narrow down and focus on how teacher educators perceive and operationalise local curricula on campus (Sub-Study 2), and in cooperation with partner schools (Sub-Study 3). The sub-studies will also draw on theory about teacher educators' knowledge, and professional identity and agency.



  • 2010 - 2014 Lärare, Strömstad Gymnasium, Sverige
  • 2014 - 2016 Förstelärere med fokus på digitaliering, Strömstad Gymnasium, Sverige
  • 2016- Høgskolelektor IKT og pedagogikk, Høgskolen i Østfold


  • 2002 - 2010 Gymnasielärerutbildning i Tyskland 390 ECTS (utbildat för att undervisa skolår 5-13 i Engelska och Geografi)
  • 2012 – 2014 Göteborgs Universitet (Tyska, 60 hp)
  • 2014 – 2015 Dalarnas Högskola (Tyska, 30 hp)
Emneord: Det digitale samfunn, DDS, DigiEd


  • Brynildsen, Stine; Nagel, Ilka & Engeness, Irina (2022). Teachers’ Perspectives on Enhancing Professional Digital Competence by Participating in TeachMeets. Italian Journal of Educational Technology. ISSN 2532-4632.
  • Nagel, Ilka & Engeness, Irina (2021). Peer Feedback with Video Annotation to Promote Student Teachers’ Reflections. Acta Didactica Norden (ADNO). ISSN 2535-8219. 15(3), s. 1–24. doi: 10.5617/ADNO.8192.
  • Nagel, Ilka (2021). Digital Competence in Teacher Education Curricula: What Should Teacher Educators Know, Be Aware of and Prepare Students for? Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 5(4), s. 104–122. doi: 10.7577/njcie.4228.

Se alle arbeider i Cristin

  • Nagel, Ilka (2021). Teacher Educators’ Professional Role in Promoting Digital Competence in Teacher Education.
  • Nagel, Ilka (2021). Digital Competence in Teacher Education Curricula - Expectations for Teacher Educators’ Knowledge.
  • Nagel, Ilka & Engeness, Irina (2021). Facilitation of Peer Feedback with Video Annotation in Teacher Education.
  • Nagel, Ilka (2021). Digital Competence in Teacher Education Curricula Indications for Teacher Educator Knowledge?
  • Brynildsen, Stine; Nagel, Ilka & Engeness, Irina (2021). Teachers’ Professional Digital Competence, Transformative Digital Agency and TeachMeets Presenters.
  • Nagel, Ilka (2021). Digital Competence in Teacher Education Curricula – Implications for Teacher Educator Knowledge.
  • Nagel, Ilka (2021). Digital kompetens i lokala styrdokument i norsk lärarutbildning - förväntningar till lärarutbildarnas färdigheter och kunskap.

Se alle arbeider i Cristin

Publisert 12. juni 2018 16:21 - Sist endret 26. jan. 2022 08:37