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Teacher educators' perceptions of their profession in relation to the digitalization of society
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (LINA)
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (LINA)ORCID iD: 0000-0003-1391-3346
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Institutionen för didaktik och pedagogisk profession, Utbildningsvetenskapliga fakulteten, Göteborgs universitet.ORCID iD: 0000-0001-5248-771X
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. no 1, p. 87-110
Keywords [en]
Digitalization, teacher educators, professional identity, Sweden
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
URN: urn:nbn:se:hv:diva-14699OAI: oai:DiVA.org:hv-14699DiVA, id: diva2:1369847
Available from: 2019-11-13 Created: 2019-11-13 Last updated: 2019-12-12Bibliographically approved

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Roumbanis-Viberg, AnnaForslund Frykedal, KarinSofkova Hashemi, Sylvana

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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More languages
Output format
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