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Teachers’ reframing of practice during a design-based research project
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. (IT i lärande)
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. (IT i Lärande)ORCID-id: 0000-0002-5592-2964
Stockholms universitet, Department of Computer and Systems Sciences (DSV).
2017 (engelsk)Inngår i: The International Conferenceon Information Communication Technologies in Education (ICICTE 2017) Proceedings / [ed] Morris, L. & Tsolakidis, C., 2017, s. 378-388Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This study explores how eight teachers in one-to-one environments frame, reframe and develop different aspects of their practice during a two-year long study. The data consists of 23 hours of transcribed open-ended interviews, 35 reflective log entries written by the teachers, their educational designs and the researchers’ field notes. The results show: (a) how different dimensions of the teachers’ pedagogical reasoning are formulated, manifested and developed during the time of the study and (b) how different aspects of their technological, pedagogical and content knowledge are included in and developed through their pedagogical reasoning.

sted, utgiver, år, opplag, sider
2017. s. 378-388
Emneord [en]
ICT, Curriculum Studies, Design-Based Research, reframing, teachers pedagogical reasoning, TPACK
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-24708OAI: oai:DiVA.org:hig-24708DiVA, id: diva2:1121582
Konferanse
International Conference on Information, Communication Technologies in Education, 6-8 July 2017, Rhodes, Greece
Tilgjengelig fra: 2017-07-11 Laget: 2017-07-11 Sist oppdatert: 2018-07-03bibliografisk kontrollert

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