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Unfamiliar ways of thinking and practising in teacher education: Experiences by migrant teachers
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.ORCID iD: 0000-0002-5830-2752
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
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. p. 219-235
Keywords [en]
Teacher education, Migrant teachers, Ways of thinking and practising
National Category
Other Computer and Information Science
Research subject
Information Society
Identifiers
URN: urn:nbn:se:su:diva-158959OAI: oai:DiVA.org:su-158959DiVA, id: diva2:1240072
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
In thesis
1. Digital Competence and Ways of Thinking and Practising in Swedish Teacher Education: Experiences by teachers with a foreign teaching degree
Open this publication in new window or tab >>Digital Competence and Ways of Thinking and Practising in Swedish Teacher Education: Experiences by teachers with a foreign teaching degree
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
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:nbn:se:su:diva-171460 (URN)978-91-7797-765-0 (ISBN)978-91-7797-766-7 (ISBN)
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: 2020-05-19Bibliographically approved

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