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Lärares digitala didaktik: En tematisk livshistorieansats om lärares didaktiska övertygelser, överväganden och val av digitala resurser
Högskolan Dalarna, Sweden.
2019 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [en]

The aim of this study is to contribute with knowledge from a close teachers’ perspective on how teachers' considerations and choice of digital artefactsfor teaching are related to didactic beliefs that are shaped and changed over time in teacher's professional life. A thematic life history approach is used in combination with a socio-cultural perspective and didactic starting points. Life story interviews with six high school teachers from three Swe-dish schools constitute the empirical material that results in individual life history constructions about digitalization.

The participating teachers have what is referred to as digital didactics, which focus on the teachers' competence to make didactic considerations and the choice of digital artefacts according to the needs that exist according to the target group for the teaching, subject content and surrounding envi-ronmental and time aspects.

The findings of the study indicate that teachers have prominent didactic beliefs that are the hub for consideration and choice of digital resources. These can be understood as individual but also in a larger collective context. Teachers’ didactic beliefs are motivated by three dimensions, which are the teachers' subject matter, the desire to help the students and the personal satisfaction. The cognitive, historical and physical contexts are constantly changing due to the rapid development of digitalization and the didactic choices have been expanded with more opportunities but also greater chal-lenges. Didactic choices of digital artefacts can be divided into general-di-dactic choices, subject- and program-didactic choices and choices linked to didactic beliefs and experience.

The contribution of this study is that teachers' digital didactics is based on teacher's didactic beliefs, which are formed in a historical, cultural and social context that influences the didactic present and the future. A school with digital artefacts is part of an ever-available global digital arena. The study contributes with a new model of an extended didactic triangle that visualizes teachers’ digital didactics where the teacher and the didactic belief are prominent.

Place, publisher, year, edition, pages
Örebro: Örebro universitet , 2019.
Series
Licentiatuppsatser i Pedagogik, ISSN 1652-5248 ; 7
Keywords [en]
Teachers’ life history, digital didactic, teachers’ beliefs, digital artefacts, school digitalization, sociocultural, didactic triangle
National Category
Pedagogy
Research subject
Research Profiles 2009-2020, Education and Learning
Identifiers
URN: urn:nbn:se:mdh:diva-57724OAI: oai:DiVA.org:mdh-57724DiVA, id: diva2:1649621
Presentation
2019-02-22, Föreläsningssal 1, Högskolan Dalarna, Falun, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2022-04-04 Created: 2022-04-04 Last updated: 2025-02-12Bibliographically approved
In thesis
1. Lärares didaktiska val av digitala lärresurser: Inre och yttre påverkansfaktorer
Open this publication in new window or tab >>Lärares didaktiska val av digitala lärresurser: Inre och yttre påverkansfaktorer
2025 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of the dissertation is to deepen the understanding of how teachers, both individually and in groups, make didactic choices regarding the use of digital learning resources (DLR) in teaching, as well as the internal and external factors that influence these choices. The dissertation is grounded in didactic theory and is based on a combined methodological analysis, where a life history analysis is complemented by two survey studies with statistical analyses. Teachers' didactic choices of DLR are influenced by the social and historical context, where both individual and collective aspects play a role and include relationships, differences, and influencing factors. The life history analysis contributes a personal perspective and describes how upper secondary school teachers' didactic motives, considerations, and choices are shaped and developed over time. The first survey study characterizes new, unique DLR-teacher profiles for upper secondary school teachers, focusing on the didactic use of DLR. The study shows that a teaching degree is important for didactic practice with DLR. The second survey study examines the factors that influence teachers' use of DLR. The results indicate that a favorable school environment, social support, previous work experience, education, and personal interests are all important factors, but that student-oriented factors have the greatest impact. Many teachers use DLR in different ways as didactic support in teaching, but a smaller group experiences difficulties in managing DLR, which can cause stress. In summary, the dissertation provides new insights and a deeper understanding of the teacher's role as a reflective practitioner who makes meaningful didactic choices regarding DLR and the factors that influence these choices. This deeper understanding highlights that teachers' purposes, digital didactic capacity, subject interest, and willingness to help students are crucial for their didactic choices. The findings are highly relevant for teachers, teacher educators, principals, school leaders, and policymakers, as they can help improve the conditions for teachers' instructional practices and students' learning in a digitalized school environment.

Abstract [sv]

Det övergripande syftet med avhandlingen är att fördjupa förståelsen för varför och hur lärare, både individuellt och i grupp, gör didaktiska val av digitala lärresurser (DLR) i undervisningen samt vilka inre och yttre faktorer som påverkar dessa val. Avhandlingen är grundad i didaktisk teori och bygger på en kombinerad metodanalys, där en livshistorieanalys kompletteras med två enkätstudier med statistiska analyser. Lärares didaktiska val av DLR påverkas av den sociala och historiska kontexten, där både individuella och kollektiva aspekter spelar en roll och inkluderar samband, skillnader och påverkansfaktorer. Livshistorieanalysen bidrar med ett personligt perspektiv och beskriver hur gymnasielärares didaktiska motiv, överväganden och val formas och utvecklas över tid. Den första enkätstudien karaktäriserar nya, unika DLR-lärarprofiler för gymnasielärare med fokus på den didaktiska användningen av DLR. Studien visar att en lärarexamen är viktig för den didaktiska praktiken med DLR. Den andra enkätstudien undersöker vilka faktorer som påverkar lärarnas användning av DLR. Resultaten visar att en gynnsam skolmiljö, socialt stöd, tidigare arbetslivserfarenhet, utbildning och personliga intressen alla är viktiga faktorer, men att elevorienterade faktorer har störst påverkan. Många lärare använder DLR på olika sätt som didaktiskt stöd i undervisningen, men en mindre grupp upplever svårigheter med att hantera DLR, vilket kan orsaka stress. Sammanfattningsvis ger avhandlingen nya insikter och en fördjupad förståelse för lärarens roll som reflekterande praktiker som gör meningsfulla didaktiska val av DLR och de faktorer som påverkar dessa val. Denna fördjupade förståelse visar att lärarnas syften, digitala didaktiska kapacitet, ämnesintresse och vilja att hjälpa eleverna är avgörande för de didaktiska valen. Resultaten är av stor betydelse för lärare, lärarutbildare, rektorer, skolledare och beslutsfattare, då de kan bidra till att förbättra förutsättningarna för lärares undervisning och elevers lärande i en digitaliserad skola.

Place, publisher, year, edition, pages
Västerås: Mälardalens universitet, 2025. p. 95
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 428
Keywords
digital learning resources, didactics, upper secondary school teachers, teachers' life history, the expanded didactic triangle, digitalization, teacher profiles, influencing factors, explorative factor analysis, cluster analysis, digitala lärresurser, didaktik, gymnasielärare, lärares livshistoria, den utökade didaktiska triangeln, digitalisering, lärarprofiler, påverkansfaktorer, explorativ faktoranalys, klusteranalys
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-70134 (URN)978-91-7485-701-6 (ISBN)
Public defence
2025-04-11, Omega, Mälardalens universitet, Västerås, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2025-02-12 Created: 2025-02-12 Last updated: 2025-02-12Bibliographically approved

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Gleisner Villasmil, Lena

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