Search

Teacher education in Sweden has been subject to criticism for not providing teachers-to-be with relevant knowledge and skills concerning the pedagogical use of ICT. Only as late as in 2005 a nationwide investment was launched and three projects commenced with the overall aim of enhancing ICT competence within teacher education. One of the projects was called LIKA (Learning, Information, Communication, Administration) which brought together four institutions of higher education in Stockholm region. This six-year project engaged approx. 600 teacher educators and 6 000 pre-service teachers in 245 different activities with the scope of integrating digital literacy in teacher education programs within the participating institutions. The project developed a holistic model for integration of ICT with digital literacy as a key concept including theoretical, didactic/pedagogical, and technical competences. In a holistic model, digital literacy is established both on the individual and organizational levels with the goal of developing a learning organization where collaborative knowledge creation and learning constitute vital parts of everyday actions. This can be obtained through long term commitment of all personnel in systematic improvement of courses and curricula through experimentation and competence development.

Vår forskning om lärarstudenternas praktikupplevelser tyder på att handledardialogen (Hennissen et al., 2008) mellan lärarstudenten, handledaren på skolan och lärarutbildaren vid lärarutbildningsinstitutionen inte alltid stödjer utvecklingen av lärarstudenter utan lämnar de centrala praktikupplevelserna obearbetade. Således missar lärarutbildningen ett viktigt tillfälle att stärka lärandet av lärarstudenter. Den senaste utvecklingen inom lärarutbildningen innebär att praktik igen kan betraktas som en central del av lärarutbildningen (practice turn). Den senaste reformen (2011) i lärarutbildningen i Sverige ändrar ställning av praktik från en fragmenterad del av alla kurser till en separat enhetlig kurs. Praktikarkitektur (Kemmis & Grootenboer, 2008) omfattar nu funktioner som betraktas som stödjande och utvecklande för praktik erfarenheten av lärarstudenter. I trepartssamtal möts nu lärarstudent, handledare på skolan och lärarutbildare. Trepartssamtal har en bedömningssyfte, men det bör också vara utvecklande i naturen och ge vägledning för lärarstudent under praktiken. Handledare ska utbildas i mentorskap genom en specifik kurs som bör bidra till deltagande och öka möjligheter att se praktik som ett verktyg för skolutveckling. En annan funktion som har införts är den digitala portfölj som är lärarstudentens verktyg för dokumentation och reflektion. Det reflekterande paradigmet inom mentorskap (Pajak, 1993) har länge varit rådande, men misslyckats med att föra in systematisk och kontextuell mening i det faktiska utövandet av reflektion. I vår forskning på praktik som en deltagande praxis ligger fokus på trepartssamtal och möjligheterna att använda det som ett sätt att främja samarbete mellan lärarutbildningsinstitutionerna och skolor för att utveckla både lärarutbildning och skolor. I pilotfasen av denna undersökning har vi frågat handledare och lärarutbildare hur de ser på trepartssamtal och hur de skulle vilja utveckla det (identifiering, praxis och vision). F, Our research on student teachers’ practicum experiences suggests that the mentoring dialogue (Hennissen et al., 2008) between the student teacher, mentoring teacher at school and the teacher educator at the teacher education institution does not always support the development of student teachers but leaves the central experiences during the practicum unprocessed. Thus, teacher education is missing an important opportunity to enhance learning of the student teachers. Recent developments in teacher education imply that practicum could again be considered as a central part of the teacher education (practicum turn). The latest reform (2011) in teacher education in Sweden changes the position of practicum from a fragmented part of all courses into a separate unified entity. Practicum architecture (Kemmis & Grootenboer, 2008) includes now features that are considered as supportive and developmental to the practicum experience of student teachers. The mentoring dialogue now includes student teacher, mentor teacher at school and the teacher educator. Mentoring dialogue has an assessment purpose but it should also be developmental in nature and give student teacher guidance during the practicum. Mentoring teachers are to be trained in mentoring through a specific course which should add into the participatory and empowering dimension of practicum as a tool for school development. Another feature that has been introduced is the digital portfolio which is student teacher’s tool for documentation and reflection. The reflective paradigm within mentoring (Pajak, 1993) has long been prevailing but unsuccessful in bringing systematic and contextual meaning to the actual exercise of reflection. In our research on practicum as a participatory praxis, the inquiry is focused on the mentoring dialogue and the possibilities of using it as a way to promote cooperation between teacher education institutions and schools in order to develop both teacher education and schools. In the pilo

Digital kompetens är i dagens samhälle en lika viktig kompetens som att kunna läsa och skriva. Därför ska den integreras i all utbildning. Begreppet är dock komplext och föränderligt med många tolkningar. Författarna i denna bok har definierat begreppet som digital teoretisk, didaktisk och teknisk kompetens. Till boken hör ett par filmer och en filmhandledning som inspirerar till arbete enligt bokens riktlinjer för lärarutbildningar, skolor och andra intressenter. Boken presenterar ett holistiskt angreppssätt för integreringen av digital kompetens i högre utbildning, särskilt i lärarutbildningen. Med ett integrationsperspektiv, menar författarna, är det möjligt att synliggöra vilka kompetensutvecklingsbehov som finns samt systematiskt granska och utveckla innehållet i utbildningen. Målet är integration av digital kompetens på ett hållbart sätt i en (utbildnings)organisation där förnyelse och kollegialt samarbete genomsyrar verksamheten. Mer teoretiska kapitel varvas med erfarenheter från författarnas utvecklingsarbete. Dessutom presenteras konkreta modeller och övningar som kan användas både på organisations- och individnivå. Boken vänder sig till lärarutbildare, ansvariga för lärarutbildning, pedagogiska utvecklare och alla som är intresserade av att integrera IT och digital kompetens i högre utbildning. Den är även relevant för andra organisationer som stöd i ett kompetensutvecklingsarbete.

Trots många och kostsamma utvecklingsprojekt IKT spelar fortfarande bara en begränsad roll i lärarutbildningen som bör förbereda lärare för kommande generationer av digitala infödingar. Kapitlet beskriver ett två årigt projekt med försök att implementera en holistisk och integrerad strategi för IT i lärarutbildningen inom en universitetsinstitution. En utvecklingsgrupp som en kärna i aktiviteter, är hela institutionen engagerad i kompetensutveckling och kursutveckling i ett tvärvetenskapligt och kollegialt sätt, vilket ska uppmuntra individer att utforska nya sätt att arbeta i en miljö där IKT spelar en naturlig roll. Medlemmar i utvecklingsgruppen ger stöd till varandra och andra kollegor på institutionen och skapar därmed en miljö för expansivt lärande., Despite numerous and costly development projects ICT still plays only a limited role in the teacher education program which should prepare teachers for future generations of digital natives. The chapter describes a two year project with the attempt to take a holistic and integrative approach to ICT in teacher education within a university department. A development group as a core of activities, the whole department is engaged in competence development and course development in an interdisciplinary and collegial manner encouraging individuals to explore novel ways of working in an environment where ICT plays a natural role. Members of the development group give support to each other and the other colleagues in the department and create thus an environment for expansive learning.

I denna del beskriver vi hur digital kompetens finns i skolans och lärarutbildningens styrdokument. Vi återger vår tolkning av digital kompetens och presenterar den modell som vuxit fram utifrån våra erfarenheter.

CART (Collaborative Action Research for Teachers)

Papperet kommer att rapportera om ett p[g[ende forskningsprojekt som undersöker praktik i lärarutbildningen i två internationella kontext. Praktik är en omtvistad del av lärarutbildningen med olika intressenter som vill styra form och innehåll i den. Den aktuella studien fokuserar påstudenternas upplevelser under praktik. Vad är betydelsen av den erfarenheten till lärarstuderande? Vilka är de berättelser om (skolbaserad) lärarutbildning som skapas under praktik? Fokus ligger på upplevelsen och vilka delar av dessa upplevelser är valda av lärarstuderande att berätta som en del av den gemensamma berättelsen om lärarutbildningens praktik., The paper will report on research-in-progress that examines practicum in teacher education in two international settings. Practicum is a contested part of teacher education programmes with different stakeholders wanting to steer the form and content of it. The present study is focusing on student teacher experiences of practicum. What is the meaning of that experience to student teachers? What are the stories about (school based) teacher education that are constituted during the practicum? The focus is on lived experience and which parts of those lived experiences are chosen by student teachers to tell as a part of the narrative about teacher education practicum.

Computing and computers are introduced in school as important examples of technology. Sometimes as a subject matter of their own, and sometimes they are used as tools, but in principle, learning about computers is part of learning about technology. Lately, the subject is being implemented in curricula to explain society’s dependence on programming knowledge and code. However, there are some considerations related to teaching programming, as the questions of what and how to teach highlight different aspects of the learning objective. In phenomenography, intended object of learning (OoL) is suggested to describe the teacher’s perspective on teaching and learning. There is, however, an analytical reduction made in phenomenography, which makes such a construction hard to distinguish in action. To find ways of bridging this reduction and deepen our understanding of teachers’ work, the article discusses the possibility of using von Wright’s theoretical model of logic of events as a complementary analytical tool in search for understanding of the intentions behind such a construction. Two theoretical approaches, phenomenography and logic of events, are deployed upon one teacher’s case to illustrate that the intended OoL is shaped by the teacher’s intentions, such as balancing the importance of theory and practice, using different learning strategies, encouraging learning by trial-and-error and finally fostering collaboration between students for a deeper understanding of the OoL. In conclusion, logic of events interpretations reveals the teacher’s intentions as being complementary to the principles of phenomenography. Understanding of teachers’ intentions contribute to the understanding of the OoL from a teachers’ perspective., QS 2015

Teachers focus on one or several objects of learning (OoLs) in parallel. During the process of teaching and learning,students are invited to share the enacted object of learning (eOoL) as teachers shape the intended object of learning(iOoL). A gap is suggested in the steps going from the iOoL to the eOoL because students have differentprerequisites and ambitions. In laboratory work, theory and practice supposedly interplay to enhance students’learning. This study therefore considers that gap and addresses the following question: “What educational intentionsand expectations do programming teachers express when they (in retrospect) describe their teaching during anassignment on a principle from computer science?” Interviews were conducted with five teachers from differentsites (secondary and tertiary levels). A second-order perspective was used to unravel the expected OoL and theteachers’ intentions. The study reveals the existence of other OoLs in interplay with what is expected to be learnt.The teachers reveal a strong opinion regarding practice as a means for learning theory, as three qualitativelydifferent students’ actions will help the teacher to decide students’ theoretical understanding. Further work issuggested to explore the teachers’ reflections about what materialized in the classrooms and thus gain anunderstanding of the gap., QS 2015

Eduardo Mondlane University (UEM) has carried out a curricular reform since 2000 to introduce Student Centered Learning (SCL) as well as the use of Information and Communication Technology (ICT). To meet the demands of this reform, UEM has introduced professional development training for teachers. The Technological Pedagogical Content Knowledge (TPACK) model was used as a theoretical framework to design the training and to evaluate how, if at all, professional development training has changed the pedagogical practice. This quantitative study has its focus on teachers who in a period of 3 years followed the training. 147 teachers returned a questionnaire, from which 92 who used SCL and ICT for teaching and learning purposes - were selected for this study. Results indicate that professional development has an impact on teachers' beliefs and practices. It supports the shift from traditional teacher-centered instruction to SCL. Teachers who attended the training are more likely to use ICT and SCL. They got a different perception of the impact of professional development on their day-to-day work and the lives of students. In addition, teachers who participated and used ICT believe that ICT contributes to changes in students’ learning outcomes and the quality of educational processes.