This paper explores how policy makers argue for the importance of digital competence in Swedish teacher education. A policy analysis of key policy documents from the government and from government-affiliated organisations from the time period 2011–2016 is conducted using Carol Bacchi’s ‘what’s the problem represented to be?’ approach. The paper critically examines underlying assumptions and particular viewpoints that underpin how the concept digital competence is formulated in key policy texts.Digital competence is found to be a part of a globalised policy discourse that conceptualises education as a necessity for a competitive work force. Policy makers describe Swedish schools as unsuccessful in providing pupils with adequate digital competence and how this may cause Sweden to fall behind in global competition. Shortcomings in schools are considered to be caused by low digital competence being developed as part of teacher education. In the studied policy documents, the ‘problem’ that digital competence in teacher education is meant to solve is consequently an issue of economic growth and global competition. The strong emphasis on economic benefits and an instrumental perspective on technology expressed in the global policy discourse on digital competence leads to the need for a renewed focus on Bildung and civic competences. (Less)

中文翻译：

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瑞典教师教育中的数字能力旨在解决什么“问题”？

本文探讨了政策制定者如何论证数字能力在瑞典教师教育中的重要性。对 2011 年至 2016 年期间政府和政府附属组织的关键政策文件进行了政策分析，使用 Carol Bacchi 的“问题代表是什么？” 方法。本文批判性地研究了支撑数字能力概念如何在关键政策文本中形成的基本假设和特定观点。数字能力被发现是全球化政策话语的一部分，将教育概念化为具有竞争力的劳动力的必要条件。政策制定者称瑞典学校未能成功为学生提供足够的数字能力，以及这可能导致瑞典在全球竞争中落后的原因。学校的缺点被认为是由于作为教师教育的一部分而开发的低数字能力造成的。在研究的政策文件中，教师教育中的数字能力旨在解决的“问题”因此是经济增长和全球竞争的问题。关于数字能力的全球政策论述中表达的对经济利益的强烈强调和对技术的工具性观点导致需要重新关注教育和公民能力。（较少的）关于数字能力的全球政策论述中表达的对经济利益的强烈强调和对技术的工具性观点导致需要重新关注教育和公民能力。（较少的）关于数字能力的全球政策论述中表达的对经济利益的强烈强调和对技术的工具性观点导致需要重新关注教育和公民能力。（较少的）