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Roumbanis-Viberg, Anna
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Publications (2 of 2) Show all publications
Roumbanis-Viberg, A., Forslund Frykedal, K. & Sofkova Hashemi, S. (2019). Teacher educators' perceptions of their profession in relation to the digitalization of society. Journal of Praxis in Higher Education (1), 87-110
Open this publication in new window or tab >>Teacher educators' perceptions of their profession in relation to the digitalization of society
2019 (English)In: Journal of Praxis in Higher Education, no 1, p. 87-110Article in journal (Refereed) Published
Abstract [en]

This study takes an exploratory approach to investigating Swedish teacher educators' perceptions regarding their profession in relation to the digitalization of society and education, including higher education. Eighteen semi-structured interviews were analyzed using thematic analysis. Findings show that the teache reducators perceive digitalization on a scale that ranges from simply using tools to being part of a technology-initiated revolution of educational institutions and society. From this range of digital developments emanate individual, group, and organizational requirements/demands, needs, and consequences for being, that is, personal experiences of how digitalization affects the work, and acting, that is, doing something in response to the demands of using and teaching with digital technology. The teacher educator is situated primarily in being with the requirements for working professionally and acting as a teacher, which creates tensions and challenges for the individual and the professional self. Teacher educators require support to strengthen their professional identity, to facilitate activities for professional development, and to stimulate reflective practice. A further difficulty is the lack of relevant policies and strategies. This study highlights the complex challenge of teaching and learning simultaneously in a profession that implicates autonomy and responsibility of its practitioners. This creates limitations for the teacher educators to move from being to acting.

Place, publisher, year, edition, pages
Borås, Sweden: University of Borås, 2019
Keywords
Digitalization, teacher educators, professional identity, Sweden
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14699 (URN)
Available from: 2019-11-13 Created: 2019-11-13 Last updated: 2020-01-30Bibliographically approved
Roumbanis-Viberg, A. (2018). Being and acting as a teacher educator in a digitalized society. In: Kristina Johansson (Ed.), VILÄR Abstraktbok: . Paper presented at VILÄR, 6-7 december 2018, Mölndal, Sverige (pp. 5-6). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Being and acting as a teacher educator in a digitalized society
2018 (English)In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 5-6Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Teacher educators in many parts of the world, face and have faced challenges inrelation to digitalization of the educational systems. Digitalization changes among other things the conditions of communication, meaning-making and learning which affects teacher educators who teach pre-service teachers (Jonker, März, & Voogt,2018; Selwyn, 2017). The teacher education and the teacher educator have a responsibility in giving the pre-service teacher the best prerequisites to be able to work as a teacher. As many other pre-service programs around the world, the Swedish teacher education is currently not preparing the pre-service teachers enough for a digitalized teaching (Demoskop, 2016).

The purpose of this study was to broadly explore teacher educators’ perceptions regarding their professional practice in relation to the digitalization of society. The study has an inductive approach and is based on 18 semi-structured interviews witha vignette-based interview guide. The interviews are coded in NVivo and analysed using thematic analysis (Braun & Clark, 2006). Findings show that the teacher educator perceive digitalization on a scale from using tools (software and hardware) to being part of a technology-initiated revolution of educational institutions and society. With this; requirements/demands, needs and consequences emanate in being and acting as a teacher educator on an individual-, group- and organizational level.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
Digitalization, teachers, teacher educators
National Category
Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13442 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-01-23Bibliographically approved
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