Teachers’ collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency

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Lantz-Andersson, Annika,1961Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Department of Education, Communication and Learning (author)

Teachers’ collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency

Article/chapterEnglish2022

Publisher, publication year, extent ...

Elsevier BV,2022

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LIBRIS-ID:oai:gup.ub.gu.se/316664
https://gup.ub.gu.se/publication/316664URI
https://doi.org/10.1016/j.lcsi.2022.100645DOI

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Language:English

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SwePubSwePub

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Subject category:ref swepub-contenttype
Subject category:art swepub-publicationtype

Notes

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.

Subject headings and genre

SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogik hsv//swe
SOCIAL SCIENCES Educational Sciences Pedagogy hsv//eng
SAMHÄLLSVETENSKAP Utbildningsvetenskap hsv//swe
SOCIAL SCIENCES Educational Sciences hsv//eng
Educational design research
Teachers
Reflective discussions
Transitional episodes
Interactional temporal orientations
Transformative agency

Added entries (persons, corporate bodies, meetings, titles ...)

Skantz Åberg, Ewa,1965Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Department of Education, Communication and Learning(Swepub:gu)xskaev (author)
Roka, Apostolia,1987Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Department of Education, Communication and Learning(Swepub:gu)xrokap (author)
Lundin, Mona,1976Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Department of Education, Communication and Learning(Swepub:gu)xnimon (author)
Williams, Pia,1961Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Department of Education, Communication and Learning(Swepub:gu)xwilpi (author)
Göteborgs universitetInstitutionen för pedagogik, kommunikation och lärande (creator_code:org_t)

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In:Learning, Culture and Social Interaction: Elsevier BV352210-6561

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SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...; and Pedagogy

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By the university: University of Gothenburg

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