| 1. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
-
Teachers’ collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency
- 2022
-
Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 35
-
Tidskriftsartikel (refereegranskat)abstract
- This study explores teachers’ reflections on the competences that come into play in technology-mediated teaching activities. Underpinned by educational design research, the collaboration between researchers and teachers followed a methodological design involving three iterative phases: (1) workshops in which teachers and researchers collaborated to develop instructional scenarios involving digital technologies, (2) lessons enacting instructional scenarios, and (3) reflective discussions based on video sequences from the instructional scenarios. The researchers selected video clips of instructional sequences involving so-called critical incidents where the teachers encountered some kind of challenge in the technology-mediated teaching activities. The unit of analysis comprised transitional episodes identified in the reflective discussions, where temporal shifts took place as the teachers elaborated on challenges and oriented towards future actions. Theoretically, the study is based on sociocultural perspectives, acknowledging social interaction as collective thinking. To analytically scrutinise temporal shifts in the interaction, interaction analysis was employed. The findings show that while the elicited video clips supported retrospective reflections, the collaborative context with colleagues and researchers interacting supported prospective reflections. These findings are discussed in terms of how the temporal shifts in the reflections can analytically be understood as teachers’ envisioned or enacted transformative agency.
|
|
| 2. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
-
Revisiting the situated perspective of TPACK context in teacher-researcher reflections
- 2022
-
Ingår i: DIALOGUE, DIVERSITY AND INTERDISCIPLINARITY IN THE FIELD OF LEARNING AND INSTRUCTION, BOOK OF ABSTRACTS, SEPTEMBER 7– 9 2022, BELGRADE. - 9788664272346
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- TPACK is a framework that accurately describes teachers’ technological, pedagogical, and content knowledge, necessary for integrating technology in teaching. TPACK addi-tionally includes contexts since teaching is dependent on situational conditions. What the concept of context encompasses, however, remains ambiguous and untheorized. Ad-hering to the growing interest in revisiting the original situated perspective of TPACK, this study aims to explore the significance of context, as articulated in collaborative teacher-researcher reflections about teachers’ TPACK in technology-mediated teaching activities. The study adopts a design approach and theoretically leans on TPACK in Situdeveloped by Pareto and Willermark (2019), which presupposes that teachers’ TPACK is demonstrated in teaching activities, a view consistent with the sociocultural perspective underlying the study. This perspective implies that context is understood as dynamically shaped by participants’ interaction using available cultural tools and the surrounding en-vironment. The study involves nine Swedish preschool-teachers and five researchers and comprises three iterative phases: i) preparatory workshops, ii) enacted teaching activities, iii) reflective discussions between teachers and researchers elicited by video-sequences recorded during the previous enacted teaching activities. Phase three is also video re-corded and constitutes the main data. These recordings are transcribed and subject to thematic coding in NVivo 1.6 in accordance with TPACK in Situ constructs, followed by Interaction analysis on sequences of utterances that include technology and contextual elements. Preliminary findings indicate that contexts are shaped by the teachers’ attitude towards technology, epistemological and pedagogical beliefs, the students’ cognitive and socio-emotional needs, the accessible digital technologies, and the curriculum content
|
|
| 3. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
-
Teachers' professional digital competence: A collaborative model
- 2021
-
Ingår i: NERA conference, Hope and Education.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper describes a practice-centred model involving teachers and researcher’s collaborative exploration of teaching in digitalized preschool classes. The methodological design includes 4 phases; a) workshops to develop instructional scenarios with digital technologies, b) lessons where the scenarios are tested, c) reflective discussions where video sequences are used as elicitation, d) analysis of the reflective discussions. A sociocultural approach frames the study. From this theoretical position the challenges that teachers encounter in digitalized classrooms require agents to change. The findings emphasize the significance of reflective discussions where the teachers and researchers collaboratively identify and develop the shared object of research: teachers’ competences in digital learning activities; and address challenges in the collaborative model regarding the diverse professional competences and work conditions.
|
|
| 4. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
-
Transformative agency in teachers’ reflections on competence for teaching in digitalized classrooms
- 2021
-
Ingår i: The 19th Biennal EARLI conference for research on learning and instruction , Gothenburg, Sweden. Book of abstracts, p. 25.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to explore how teachers’ transformative agency related to the development of competence for teaching in digitalized classrooms evolves in reflective dialogues. Preliminary findings suggest that the joint reflections enabled increased awareness of the teachers’ professional practice, mediated future orientation and envisioned competence for teaching in digitalized classrooms.
|
|
