Professional digital competence in physical education and performing arts teacher education: transformative learning in the learning Avatar project
Year: 2026
Type: article
Abstract: Drawing on transformative learning theory, we explored the transformation processes related to professional digital competence (PDC) in teacher education in physical education and performing arts. Positioned in practitioner research and self-study, eight teacher educators with interdisciplinary expertise participated in a 3-year PDC research and development project. Data were transcripts of peer debriefing sessions and structured individual reflection notes, all analysed using reflexive thematic analysis. The results revealed several distinct layers of tensions related to the nature of each subject’s versus digitised ways of learning, nurturing ambivalence towards own assumptions, competence, authority and practices that triggered a need for agency and development. The transformative learning process, influenced by (a) learning as doing and reflecting, (b) learning with peers, (c) restructuring theory of practice and (d) organisation and contextual settings, revealed a cumulative change in our PDC. The results emphasise that developing PDC is a subject- and context-sensitive process.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7203925523