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Digital Competence and Ways of Thinking and Practising in Swedish Teacher Education: Experiences by teachers with a foreign teaching degree
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.ORCID iD: 0000-0002-5830-2752
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The Swedish government recognises foreign academic education and the professional qualifications of its immigrants by allocating resources to programmes that bridge the gap between immigrants’ education and the specific requirements for work in Sweden. The context of inquiry for this thesis is teachers with a foreign teaching degree, who come from 57 countries or regions and are studying at four Swedish universities. They attend a bridging programme called “Further Education for Foreign Teachers” (in Swedish, Utländska Lärares Vidareutbildning). The purpose of this thesis is to study the unfamiliar ways of thinking and practising teachers with a foreign teaching degree encounter in Swedish teacher education, emphasising digital competence. Five different theoretical frameworks and models are used in this thesis: ways of thinking and practising, redefined transformative learning, the framework of Technological Pedagogical Content Knowledge (TPACK), the European Digital Competence Frameworks for Citizens (DigComp 2.1), and the Digital Competence of Educators framework (DigCompEdu). A convergent mixed methods research design was applied; the combined datasets consisted of: (a) a web survey to which 228 teachers responded; (b) five focus groups each consisting of 25 teachers; (c) nine individual interviews; (d) 30 reflective texts written by 15 teachers. Findings show that the participants are not a homogenous group and cannot be treated as such. The common ground is that they are foreign-born teachers who have all immigrated to Sweden. The diversity covers a range, from being quite familiar to being unfamiliar with the Swedish educational context. This thesis reveals the diversity of their digital competence, as they score from foundational proficiency levels to highly specialised ones in TPACK as well as in the European framework DigComp 2.1. Furthermore, their expressed digital competence is found within all role descriptors in the European framework for the digital competence of educators DigCompEdu, from newcomer to pioneer. Diversity was found in teaching philosophy, the role of a teacher, view of the students, how learning occurs, and finally, comprehension of the relationship between education and society. Moreover, the findings highlight that some ways of thinking and practising were unfamiliar to the participants, such as teaching and learning methods, new learning environments, examination practices, further, the communication between teachers and students. Unfamiliarity was also found regarding the extent to which society demands digital competence in the curricula. The participants expressed that their roles as teachers in a new country were unfamiliar and took time to get used to. Therefore, placement supervisors were found to be of great importance for the development of teachers’ digital competence, as they function as mediators and model what it is to be a teacher in Sweden. The analysis shows that all teachers, not only teachers with a migrant background, need digital competence at an advanced level to develop digital competence among students. Thus, educators must identify unfamiliar ways of thinking and practising, plan for authentic competence development, and address the diversity in digital competence. This thesis contributes to empirical findings, developing tools and models to assist teacher educators to change monocultural teaching to an inclusive practice in which diversity is integrated.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and System Sciences, Stockholm University , 2019. , p. 105
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 19-009
Keywords [en]
digital competence, teachers with a foreign teaching degree, teacher education, ways of thinking and practising, transformative learning
National Category
Learning Human Aspects of ICT
Research subject
Information Society
Identifiers
URN: urn:nbn:se:su:diva-171460ISBN: 978-91-7797-765-0 (print)ISBN: 978-91-7797-766-7 (electronic)OAI: oai:DiVA.org:su-171460DiVA, id: diva2:1341596
Public defence
2019-09-26, Lilla hörsalen, NOD-huset, Borgarfjordsgatan 12, Kista, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Accepted. 

Available from: 2019-09-03 Created: 2019-08-09 Last updated: 2019-08-23Bibliographically approved
List of papers
1. Migrant teachers’ self-estimated digital competence: A study within Swedish teacher education
Open this publication in new window or tab >>Migrant teachers’ self-estimated digital competence: A study within Swedish teacher education
2019 (English)In: Contemporary Issues in Technology and Teacher Education, ISSN 1528-5804, E-ISSN 1528-5804, Vol. 19, no 2Article in journal (Refereed) Published
Abstract [en]

An increasing number of migrant teachers with a foreign teaching degree enter Swedish teacher education to complement their studies to become eligible to teach in Swedish schools. Digital competence is one of the central skills required of teachers in today’s digitized information society. Within teacher education few studies examine how migrant teachers estimate their ability and skills within digital competence. Hence, in the present study, migrant teachers’ digital competence is investigated applying the framework of technology, pedagogy, and content knowledge (TPACK), the European Digital Competence Framework for Citizens (DigComp 2.1), and the Digital Competence of Educators framework (DigCompEdu). A convergent mixed-methods research design was used. The combined datasets consisted of a web survey, focus groups, individual interviews, and reflective texts, which were analyzed both quantitatively and qualitatively. The respondents’ initial teacher education was obtained in 57 countries/regions. The findings highlight that migrant teachers’ digital competence is diverse, scoring from both very low to high in TPACK, as well as in DigComp 2.1, from a foundation proficiency level to a highly specialized one. This result implies that further development to enhance migrant teachers’ digital competence must be diversified.

Keywords
Digital competence, Migrant teachers, Swedish teacher education, TPACK, European Digital Competence Framework for Citizens, Digital Competence of Educators framework, Convergent mixed-methods research design
National Category
Educational Sciences
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-169735 (URN)
Available from: 2019-06-14 Created: 2019-06-14 Last updated: 2019-08-09Bibliographically approved
2. The use of digital technologies in Swedish teacher education: Experiences by migrant teachers
Open this publication in new window or tab >>The use of digital technologies in Swedish teacher education: Experiences by migrant teachers
2020 (English)In: Innovations, Technologies and Research in Education / [ed] Linda Daniela, Newcastle upon Tyne: Cambridge Scholars Publishing, 2020Chapter in book (Refereed)
Place, publisher, year, edition, pages
Newcastle upon Tyne: Cambridge Scholars Publishing, 2020
Keywords
Teacher education, Migrant teachers, Digital technologies, Transformative learning
National Category
Information Systems, Social aspects
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-170592 (URN)
Note

In press, more information will be added. This chapter will be published at the end of 2019 or beginning of 2020. 

Available from: 2019-07-10 Created: 2019-07-10 Last updated: 2019-08-19
3. Unfamiliar ways of thinking and practising in teacher education: Experiences by migrant teachers
Open this publication in new window or tab >>Unfamiliar ways of thinking and practising in teacher education: Experiences by migrant teachers
2018 (English)In: Changing Perspectives and Approaches in Contemporary Teaching: Conference proceedings / [ed] Marija Sablić, Alma Škugor, Ivana Đurđević Babić, Brussels: ATEE - Association for Teacher Education in Europe, 2018, p. 219-235Conference paper, Published paper (Refereed)
Abstract [en]

In Sweden, a growing number of students in teacher education have a migrant background. A specific group consists of those with a foreign teaching degree who wish to complement their studies to become eligible to teach in Swedish schools. Within Swedish teacher education, there is a lack of studies examining how migrant teachers perceive the Swedish educational system, how teaching and learning are understood and practised, and how these experiences can be related to migrant teachers’ previous experiences. In the present study, migrant teachers’ encounters with Swedish teacher education at four Swedish Universities were examined in relation to the notions of “unfamiliar ways of thinking and practising” to highlight ways of teaching and learning that are perceived as unfamiliar. Data in this study was drawn from a web survey completed by 228 respondents with a foreign teaching degree coming from 54 countries. Additionally, five focus groups and nine individual interviews were conducted. Furthermore, 30 reflective texts written by 15 participants were analysed. The results highlight the cultural embeddedness of Swedish teacher education and demonstrate how migrant students struggle with unfamiliar teaching and learning methods, epistemological understanding, examination practices and the roles and expectations from society or between teachers and students. To conclude, this research underscores the importance of situated reflexivity and awareness with intercultural experiences in mind, when designing teaching and learning, and supporting inclusion and equality. These findings and the way of identifying the unfamiliarity in teaching and practising may be applicable in other countries as well.

Place, publisher, year, edition, pages
Brussels: ATEE - Association for Teacher Education in Europe, 2018
Keywords
Teacher education, Migrant teachers, Ways of thinking and practising
National Category
Other Computer and Information Science
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-158959 (URN)
Conference
42nd ATEE Annual Conference 2017, Dubrovnik, Croatia, 23-25 October, 2017
Available from: 2018-08-20 Created: 2018-08-20 Last updated: 2019-08-09Bibliographically approved
4. Migrant teachers' experiences with the use of digital technology and media during their placement period in Swedish schools
Open this publication in new window or tab >>Migrant teachers' experiences with the use of digital technology and media during their placement period in Swedish schools
2018 (English)In: Proceedings of the ATEE Winter Conference 2018: Technology and Innovative Learning / [ed] Michiel Heijnen, Miranda de Hei, Stan van Ginkel, ATEE - Association for Teacher Education in Europe, 2018, p. 63-71Conference paper, Published paper (Refereed)
Abstract [en]

Professional development directed towards migrant teachers is provided at six Swedish Universities. These teachers study 1-2 years to become eligible to teach in Swedish schools. Part of this training is the placement period, where they become familiar with the Swedish school environment while guided by a placement supervisor. In this study, we examine migrant teachers’ experiences with digital technology and media during their placement period, using the theoretical concept of “unfamiliar ways of thinking and practising”. Data in this qualitative study was collected from a total of 34 migrant teachers through five focus groups and nine individual interviews. The migrant teachers’ former teacher education was completed in twenty different countries. A qualitative content analysis was conducted. The results indicate that the placement supervisor is of great importance for the improvement of migrant teachers’ digital competence, as it is defined in the Swedish context. As a role model, the placement supervisor can be a motivator and an inspirational force for migrant teachers. Findings also show that migrant teachers express unfamiliar ways of thinking and practising concerning the curricula, pedagogical methods and in their role as teachers, which has implications for how digital technology and media isused pedagogically.

Place, publisher, year, edition, pages
ATEE - Association for Teacher Education in Europe, 2018
Keywords
Migrant teachers, Placement period, Digital technology and media
National Category
Other Computer and Information Science
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-158953 (URN)978-90-8928-129-6 (ISBN)
Conference
Association for Teacher Education in Europe (ATEE) Winter Conference 2018, Utrecht, the Netherlands, 15-16 February, 2018
Available from: 2018-08-20 Created: 2018-08-20 Last updated: 2019-08-19Bibliographically approved

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