Teknologiforståelse på læreruddannelsen

Kulturelle forudsætninger for faglig integration og kompetenceudvikling i eksisterende undervisnings- og grundfag

Abstract

In this article we take point of departure in the need for competency development in Technology Comprehension among educators in teacher training. We seek to illuminate the cultural preconditions for competency development among educators in specific subjects and basic subjects, exemplified by Danish (mother language) and Pedagogy and Teacher Professionalism. The analysis draws on 40 interviews with teacher educators across six University Colleges in Denmark. We show why it is necessary that Technology Comprehension in teacher training is developed in collaboration with existing subjects and educators, if it has to be integrated successfully.  Theoretically we draw on metaphors from the acculturation theory, and exemplify and discuss consequences of professional separation, assimilation and integration of Technology Comprehension. The study is a part of a sector project financed by the Ministry of Higher Education and Science, which seeks to develop a sustainable model for deep, coherent and practice-changing competency development of educators in teacher training.