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Exploring how a digitally skilled teacher’s self-understanding influences his professional learning strategies. A research cooperation between a teacher and a researcher
Teacher Development Pub Date : 2021-02-24 , DOI: 10.1080/13664530.2021.1891131
Göran Fransson 1 , Fredrik Norman 1
Affiliation  

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.



中文翻译:

探索数字技能教师的自我理解如何影响他的专业学习策略。教师和研究员之间的研究合作

摘要

义务教育和高中数字化的呼吁意味着教师需要追求专业发展。在这里,教师的自我理解可能会影响他们使用、关联和学习数字技术的方式。本文旨在探讨教师的自我理解如何影响其专业发展活动,进而又受其学习的影响。案例研究侧重于一位高中教师努力实施数字技术并找到合适的专业学习策略。这位教师和一位研究人员形成了反思性研究伙伴关系,以探讨教师的自我理解和专业学习策略如何以及是否相互影响。调查结果显示了他的任务感知随着时间的推移,从强调教学转变为更加强调改进,支持同事的学习并为教学社区的专业化做出贡献。这影响了他采用自主学习策略。

更新日期:2021-02-24
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