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Teachers' pedagogical reasoning and reframing of practice in digital contexts
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Number of Authors: 32018 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 35, no 2, p. 130-142Article in journal (Refereed) Published
Abstract [en]

Purpose - The purpose of this paper is to advance the understanding of teachers' reframing of practice in digital contexts by analysing teachers' pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.

Design/methodology/approach - A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The technological pedagogical content knowledge (TPACK) framework is used as a conceptual construct in the analysis.

Findings - The findings show that teachers' pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers' reframing of practice. Common characteristics in the teachers' reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers' pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.

Research limitations/implications - An increased focus on TPACK research on teachers' pedagogical reasoning is required. DBR is a relevant approach for this.

Practical implications - The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.

Originality/value - Rich data from multiple design contexts are collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers' reframing of practice. The paper also contributes to TPACK theory development.

Place, publisher, year, edition, pages
2018. Vol. 35, no 2, p. 130-142
Keywords [en]
ICT, Design-based research, TPACK, Added pedagogical value, Pedagogical reasoning, Reframing
National Category
Computer and Information Sciences
Identifiers
URN: urn:nbn:se:su:diva-153663DOI: 10.1108/IJILT-09-2017-0084ISI: 000423358000005OAI: oai:DiVA.org:su-153663DiVA, id: diva2:1188127
Available from: 2018-03-06 Created: 2018-03-06 Last updated: 2018-03-06Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
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