Challenges include lack of time and unclear Degree Objectives. While generally believing that TE should address questions relating to digital citizenship and that TEDs have an important role in this regard, digital technologies are discussed in the module coincidentally and TEDs are unsure to what degree student teachers receive such training. Conceptualizations of digital citizenship tend to foreground source criticism as well as ethical, safe, and sound use of digital technologies, and to some degree also (im-)material means of democratic participation. TEDs generally believe that the digitalization of society impacts the democratic assignment and addressing this requires specific PDC. Seven TEIs participated and 16 semi-structured interviews were conducted with TEDs teaching a Core Education Subjects module on education and democracy mandatory for all student teachers. This paper explores Swedish TEDs’ views of digital citizenship and the professional digital competence (PDC) required for teaching subject student teachers to teach for digital citizenship. In a postdigital era, blurred boundaries between digital technologies and physical reality place new demands on citizenship, teacher education institutions (TEIs), and teacher educators (TEDs). Teacher education (TE) is not only about skills and knowledge but also about citizenship formation as student teachers are prepared for the democratic assignment of school.
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