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Understanding cooperative learning among teachers and pre-service teachers who integrate computer programming activities in their mathematics lessons
University West, School of Business, Economics and IT, Division of Media and Design. (LINA)ORCID iD: 0000-0002-1748-8837
2020 (English)In: INTED2020 Proceedings, International Association for Technology, Education and Development , 2020, p. 3564-3568Conference paper, Published paper (Refereed)
Abstract [en]

Students and professionals with background in technical subjects are increasingly opting for a teaching career as a result of a conscious plan from the Swedish government to facilitate transition and completion of a teaching degree. One of the expected benefits from this measure is that students with broader academical and professional experiences could bring that knowledge into their future teaching practice and share it with in-service teachers during their practicum. The purpose of this study is to understand the subjectivities and practices of teachers and pre-service teachers as they engage in professional development activities together. Michel de  Certeau’s work on practices of everyday life serves as a lens for bringing forward the tensions and opportunities that appear in cooperative learning settings within external policy constrains. The motivations of mathematics teachers and preservice teachers that participate in computer programming training activities are analyzed in terms of tactics and strategies that preserve individual autonomy and group coherence and that allow them to make their own spaces within imposed structures. Some teachers resorted to avoidance tactics to escape reporting about their programming assignment, such as postponing it to future meetings or claiming time constrains, while others considered programming  activities  as  intruders  that  obstructed  their mathematics lessons and introduced moments of struggle, deception, confrontation and resignation. This sheds light upon how the practical and intellectual production that schools expect to reap from the process is disseminated increative alliances but leaves also a sense of deprofessionalization in the community.

Place, publisher, year, edition, pages
International Association for Technology, Education and Development , 2020. p. 3564-3568
Keywords [en]
Work integrated Learning, Cooperative learning, programming in mathematics, pre-service teacher education, k-12 education, teacher certification.
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning
Identifiers
URN: urn:nbn:se:hv:diva-19325DOI: 10.21125/inted.2020.1002ISBN: 978-84-09-17939-8 (print)OAI: oai:DiVA.org:hv-19325DiVA, id: diva2:1708310
Conference
INTED2020 14th International Technology, Education and Development Conference, Valencia, Spain
Note

This research was conducted under the generous auspice of the swedish graduate school for digitaltechnologies in education (GRADE) and University West’s research team LINA, Learning in and for the New Workplace.

Available from: 2022-11-03 Created: 2022-11-03 Last updated: 2022-11-03Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Language
  • de-DE
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  • nn-NB
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  • Other locale
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Output format
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  • asciidoc
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