Exploring How a Digitally Skilled Teacher's Self-Understanding Influences His Professional Learning Strategies. A Research Cooperation between a Teacher and a Researcher

Autor/inn/en	Fransson, Göran; Norman, Fredrik
Titel	Exploring How a Digitally Skilled Teacher's Self-Understanding Influences His Professional Learning Strategies. A Research Cooperation between a Teacher and a Researcher
Quelle	In: Teacher Development, 25 (2021) 4, S.432-448 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fransson, Göran) ORCID (Norman, Fredrik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2021.1891131
Schlagwörter	Technological Literacy; Technology Integration; Professional Development; Learning Strategies; Self Management; Self Esteem; Teacher Collaboration; Communities of Practice; Informal Education; High School Teachers; Teacher Motivation; Teacher Responsibility; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Technisches Wissen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Self-esteem; Selbstaufmerksamkeit; Lehrerkooperation; Community; Informelle Bildung; Nichtformale Bildung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrverpflichtung; Ausland; Schweden
Abstract	The call for digitalisation in compulsory and upper secondary schools implies the need for teachers to pursue professional development. Here, teachers' self-understanding may influence how they use, relate to and learn about digital technologies. The purpose of this article is to explore how a teacher's self-understanding influences his professional development activities and, in turn, is influenced by his learning. The case study focuses on one upper secondary school teacher's endeavour to enact digital technologies and find suitable strategies for professional learning. This teacher and a researcher formed a reflective research partnership to explore how, and whether, the teacher's self-understanding and professional learning strategies influenced each other. The findings show how his "task perception" changed over time from an emphasis on teaching to a greater emphasis on improvement, supporting colleagues in their learning and contributing to the professionalisation of the teaching community. This influenced his adoption of a self-directed learning strategy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01