Teachers' dilemmatic spaces connected to students' net-based out-of-school activities

IF 2.4 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS International Journal of Information and Learning Technology Pub Date : 2022-10-12 DOI:10.1108/ijilt-03-2022-0042
Christina Löfving, Anna Godhe, Johan Lundin
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引用次数: 1

Abstract

PurposeThe paper aims to investigate and describe the complex and dynamic dilemmas teachers are facing connected to students' net-based out-of-school activities.Design/methodology/approachThe authors draw on the notion of dilemmatic spaces when thematically analyzing focus group interviews conducted with 41 teachers at three lower secondary schools in Sweden.FindingsTwo themes capture the teachers' dilemmas concerning their students´ net-based out-of-school activities: negotiations of content and negotiations of professional identity. When teachers take part in professional discussions where dilemmatic spaces are recognized, rather than focusing on either being for or against digitalization, they are enabled to express a multifaceted view of professional identity.Research limitations/implicationsThis study is a starting point for further studies investigating how pedagogical and didactic decisions are made in a digital time.Practical implicationsThe findings are expected to be helpful to policymakers in understanding teachers' work. Also, teachers can be empowered by taking the departure in the findings and discussing how to handle dilemmas fruitfully.Originality/valueIn a rapidly changing digital society, it is important to investigate what dilemmas teachers face in their work in order to learn from them. This study is a significant contribution.
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教师的困境空间与学生的网络校外活动相联系
目的调查和描述教师在学生基于网络的校外活动中所面临的复杂而动态的困境。设计/方法/方法在对瑞典三所初中的41名教师进行的焦点小组访谈进行主题分析时,作者借鉴了两难空间的概念。两个主题反映了教师在学生基于网络的校外活动中遇到的困境:内容谈判和职业认同谈判。当教师参与到专业讨论中,认识到困境空间,而不是专注于支持或反对数字化时,他们就能够表达一个多方面的职业认同观点。研究局限/启示本研究是进一步研究如何在数字时代做出教学和教学决策的起点。研究结果对政策制定者理解教师工作有一定的帮助。此外,教师可以通过接受调查结果中的偏差并讨论如何有效地处理困境来获得权力。在一个快速变化的数字社会中,调查教师在工作中面临的困境是很重要的,以便从中学习。本研究是一项重大贡献。
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来源期刊
International Journal of Information and Learning Technology
International Journal of Information and Learning Technology COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
6.10
自引率
3.30%
发文量
33
期刊介绍: International Journal of Information and Learning Technology (IJILT) provides a forum for the sharing of the latest theories, applications, and services related to planning, developing, managing, using, and evaluating information technologies in administrative, academic, and library computing, as well as other educational technologies. Submissions can include research: -Illustrating and critiquing educational technologies -New uses of technology in education -Issue-or results-focused case studies detailing examples of technology applications in higher education -In-depth analyses of the latest theories, applications and services in the field The journal provides wide-ranging and independent coverage of the management, use and integration of information resources and learning technologies.
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