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Teachers’ pedagogical reasoning and reframing of practice in digital contexts
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies. (IT i lärande)ORCID iD: 0000-0002-3362-7198
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies. (IT i lärande)ORCID iD: 0000-0002-5592-2964
Stockholms universitet, institutionen för data och systemvetenskap.
2018 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Article in journal (Refereed) Accepted
Abstract [en]

Purpose

The purpose of this study is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using ICT to create added pedagogical value.

 

Design/methodology/approach

A design based-research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The TPACK framework is used as a conceptual construct in the analysis.

 

Findings

The findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.

 

Research limitations/implications

An increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.

 

Practical implications

The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.

 

Originality/value

Rich data from multiple design contexts is collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development.

Place, publisher, year, edition, pages
Bingley, West Yorkshire: Emerald Group Publishing Limited, 2018.
Keyword [en]
added pedagogical value, design-based research, ICT, pedagogical reasoning, reframing, teaching, TPACK
National Category
Educational Sciences Didactics
Identifiers
URN: urn:nbn:se:hig:diva-25605OAI: oai:DiVA.org:hig-25605DiVA: diva2:1160401
Available from: 2017-11-27 Created: 2017-11-27 Last updated: 2017-11-27

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf