This paper explores how teacher educators in Norway discursively enact a policy framework for teachers' professional digital competence (PDC) in the context of the digitalisation of education. This study draws on group interviews and focuses on how teacher educators understand and respond to the policy through practical argumentation. The paper identifies different variations and interrelationships in policy enactment and discusses the tension between a qualification-oriented and a critical-reflective perspective on PDC. This paper contributes to the literature on teacher educators and their enactment of education policy by highlighting the influence of beliefs and values and the wider context of teacher education. In particular, it highlights how the multiple professional roles held by teacher educators adds an additional level of complexity to teacher educators' policy enactment.