2 research outputs found
Classrooms going online : Nordic lower secondary teachersâ readiness at the COVID-19 outbreak
The aim of this article is to make visible Nordic lower secondary teachersâ experiences of the initial period of the COVID-19 pandemic, guided by three research questions: 1. What challenges and strategies can be identified in teachersâ descriptions of teaching during the pandemic outbreak? 2. What appears to be the role of digital technology in these challenges and strategies? 3. How can we understand the readiness and educational priorities of these Nordic schools in this time of crisis? Theoretically, we draw on the three main domains of purposes of education coined by Biesta (2015); qualification, socialisation and subjectification. The empirical data consists of online qualitative interviews with 17 lower secondary teachers from Denmark, Finland, Iceland and Sweden, teaching in different school subjects. A thematic content analysis was conducted, finding three main areas of challenges in relation to organisation of teaching, classroom dialogue and assessment of student learning. Our analysis makes visible how besides digital readiness, the readiness of the studied schools relied on the teachers' ability to act independently in finding professional solutions in a time of crisis. The teachers did not just sit and wait for instructions on what to do, but took initiatives and managed the situation as best as they could drawing on their professional competence.The aim of this article is to make visible Nordic lower secondary teachersâ experiences of the initial period of the COVID-19 pandemic, guided by three research questions: 1. What challenges and strategies can be identified in teachersâ descriptions of teaching during the pandemic outbreak? 2. What appears to be the role of digital technology in these challenges and strategies? 3. How can we understand the readiness and educational priorities of these Nordic schools in this time of crisis? Theoretically, we draw on the three main domains of purposes of education coined by Biesta (2015); qualification, socialisation and subjectification. The empirical data consists of online qualitative interviews with 17 lower secondary teachers from Denmark, Finland, Iceland and Sweden, teaching in different school subjects. A thematic content analysis was conducted, finding three main areas of challenges in relation to organisation of teaching, classroom dialogue and assessment of student learning. Our analysis makes visible how besides digital readiness, the readiness of the studied schools relied on the teachers' ability to act independently in finding professional solutions in a time of crisis. The teachers did not just sit and wait for instructions on what to do, but took initiatives and managed the situation as best as they could drawing on their professional competence.Peer reviewe
Utforskande samtal mellan lÀrare och forskare om en uppkopplad undervisningspraktik
Den hĂ€r artikeln sĂ€tter fokus pĂ„ samtal mellan lĂ€rare och forskare om utmaningar kopplade till undervisningens digitalisering pĂ„ en skola som har satsat pĂ„ införandet av digital teknologi i alla Ă€mnen. Syftet Ă€r att belysa transformationsprocesser i olika skolĂ€mnen i digitaliserade och uppkopplade klassrum, genom att analysera hur lĂ€rande om dessa frĂ„gor tar form i samtalen mellan deltagarna. Ă
tta fokusgruppsamtal genomfördes under fyra lÀsÄr och har analyserats med samtalsanalys för att synliggöra fysiska, semantiska och sociala dimensioner av de lÀranderum som formas. Resultaten visar att samtalsarrangemanget kan stödja lÀrandeprocesser bÄde under och mellan samtalen, och kan överbrygga brott i kontinuiteten som kan relateras till organisatoriska förÀndringar pÄ skolan. Vidare visar analysen att gruppsammansÀttningen med lÀrare frÄn olika Àmnen inte frÀmst gynnade fördjupning av Àmnesdidaktiska aspekter av undervisningens digitalisering utan framför allt gynnade fördjupning nÀr det gÀller Àmnesövergripande frÄgor