The teacher as innovator in the pandemic: Changing practices and culture

Ylva Lindberg; Therése Haglind

doi:10.7146/lom.v14i24.125581

Forfattere

Ylva Lindberg Jönköping University
Therése Haglind

DOI:

https://doi.org/10.7146/lom.v14i24.125581

Nøgleord:

Covid-19, distansundervisning, praktiker, gymnasium, digitalisering

Resumé

Gymnasieskolans övergång till digital undervisning våren 2020 visade på svenska skolors beredskap att ställa om till undervisningen på distans (Skolinspektionen, 2020). Processerna i förloppet avslöjade att tekniken inte bara tog plats, utan även tog över. I syfte att skapa fördjupad kunskap om förutsättningar och praktiker som underlättat omställningen, har ett data-set konstruerats utifrån gymnasielärares berättelser om sina personliga upplevelser av övergången. Sammantaget bygger analysen på 52 berättelser. Den narrativa ansatsen (Riessman, 1993; 2008) tjänar till att komma åt kvalitativa aspekter och olika dimensioner av praktiken i förändring. Teoretiskt beskriver Kemmis (2019) betydelsen av att uppmärksamma praktiker i rörelse och att nära och stödja praktiker i vardande, eftersom mänsklig utveckling, samt individens och kollektivets lärande, bygger på ständigt förändrade praktiker. Datamaterialet har analyserats tematiskt (Cohen et al., 2011; Lincoln & Guba, 1986) och belyser tre övergripande tematiska praktiker: kollaborativa, kommunikativa, och kreativa praktiker som avgörande i utvecklingsarbetet av undervisningen på distans. Analysen ger indikationer på att om dessa tre praktiker samverkar och stöds gemensamt och likvärdigt inom lärarkår och organisation utvecklas också undervisningens kvalitet.

Downloads

Download-data er endnu ikke tilgængelig.

Referencer

Alerby, E. (2019). Skolans rum: fyllda av minnen, känslor och pedagogiska betydelser. In I. C., Berndtsson, A. Lilja, & I. Rinne, (Eds.), Fenomenologiska sammanflätningar: till minne av Jan Bengtsson. Göteborg: Daidalos. (pp. 83–104).

Bagga–Gupta, S., Dahlberg, G. M., & Lindberg, Y. (Eds.) (2019). Virtual Sites as Learning Spaces: Critical Issues on Languaging Research in Changing Eduscapes. Basingstoke: Palgrave Macmillan.

Bonderup Dohn, N., Børsen Hansen, S., & Hansen, J. J. (Eds.) (2020). Designing for Situated Knowledge Transformation. London: Routledge.

Cerratto–Pargman, T., & Jahnke, I. (Eds). (2019). Emergent Practices and Material Conditions in Learning and Teaching with Technologies. Cham: Springer.

Choi, H. J., & Park, J. H. (2006). Difficulties that a Novice Online Instructor Faced: A Case Study. Quarterly Review of Distance Education, 7:3 (pp. 317–322). URL: https://www.learntechlib.org/p/106761/.

Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education. London: Routledge.

Conceição, S. C. O. (2006). Faculty Lived Experiences in the Online Environment. Adult Education Quarterly, 57:1 (pp. 26–45). DOI: https://doi.org/10.1177/1059601106292247.

Creswell, J. W., & Creswell J. D. (2018). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches. London: Sage Publications.

Duran, L. (2020). Distance Learners’ Experiences of Silence Online: A Phenomenological Inquiry. International Review of Research in Open and Distributed Learning, 21:1 (pp. 82–99). DOI: https://doi.org/10.19173/irrodl.v20i5.4538

Flick, U. (2009). An Introduction to Qualitative Research. 4th edition. London: Sage.

Glăveanu, V. P., Ness, I. J., & de Saint Laurent, C. (Eds.) (2021). Creative Learning in Digital and Virtual Environments. Opportunities and Challenges of Technology–enabled Learning and Creativity. New York and London: Routledge.

Glăveanu, V. P. (2014). The Psychology of Creativity: A Critical Reading. Creativity: Theories – Research – Applications, 1:1 (pp. 10–32). DOI: https://doi.org/10.15290/ctra.2014.01.01.02

Hager, P., & Beckett, P. (2019). The Emergence of Complexity: Rethinking Education as a Social Science. Cham: Springer.

Hampel, R. (2019). Disruptive Technologies and the Language Classroom: A Complex Systems Theory Approach. Cham: Palgrave Macmillan.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and online Learning. Educause Review 27. March 2020. URL: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2021). Ready, set, go! Profiling Teachers’ Readiness for Online Teaching in Secondary Education. Technology, Pedagogy and Education, 30:1 (pp. 141–158). DOI: 10.1080/1475939X.2020.1839543

Kalloo, R. C., Mitchell, B., & Kamalodeen, V. J. (2020). Responding to the COVID–19 Pandemic in Trinidad and Tobago: Challenges and Opportunities for Teacher Education. Journal of Education for Teaching, 46:4 (pp. 452–462). DOI: 10.1080/02607476.2020.1800407

Kaufmann. R., & Vallade, J. I. (2021). Online Student Perceptions of their Communication Preparedness. E–Learning and Digital Media, 18:1 (pp. 86–104). DOI: 10.1177/2042753020950873

Kayaduman, H., & Demirel, T. (2019). Investigating the Concerns of First–Time Distance Education Instructors. The International Review of Research in Open and Distributed Learning, 20:5 (pp. 85–103). DOI: 10.1177/2042753020950873

Kelly, R. W. (2016). Creative Development: Transforming Education though Design Thinking, Innovation, and Invention. Edmonton, Alberta: Brush Education Ltd.

Kemmis, S. (2019). A Practice Sensibility. An Invitation to the Theory of Practice Architectures. Singapore: Springer.

Kemmis, S. (2009). Action Research as a Practice–Changing Practice. Educational Action Research, 17:3 (pp. 463–474). DOI: 10.1080/09650790903093284

Kim, L. E., & Asbury, K. (2020). Like a Rug had been Pulled from Under You: The Impact of Covid–19 on Teachers in England During the First Six Weeks of the UK Lockdown. British Journal of Educational Psychology, 90 (pp. 1062–1083). DOI: 10.1111/bjep.12381

Limon Quezada, R., Talbot, C., & Quezada–Parker, K–B. (2020). From Bricks and Mortar to Remote Teaching: A Teacher Education Program’s Response to COVID–19. Journal of Education for Teaching, 46:4 (pp. 472–483). DOI: 10.1080/02607476.2020.1801330

Lincoln, Y. S., & Guba, E. G. (1986). But is it Rigorous? Trustworthiness and Authenticity in Naturalistic Evaluation. New Directions for Program Evaluation, 1986:30 (pp. 73–84). DOI: 10.1002/ev.1427

Lindberg, Y. (2020). Review of T. C. Pargman and I. Jahnke (Eds.). (2019). Emergent Practices and

Material Conditions in Learning and Teaching with Technologies, Postdigital Science & Education. DOI: 10.1007/s42438-020-00200-w

Lindberg, Y. (2019a). On Methodology and the Educational Sciences–Reflections on the ViLS Contributions. In S. Bagga–Gupta, G. Messina Dahlberg, & Y. Lindberg (Eds.), Virtual Sites as Learning Spaces: Critical Issues on Languaging Research in Changing Eduscapes (pp. 383–401). Cham: Palgrave Macmillan.

Lindberg, Y. (2019b). Creativity at the Workplace. In H. Ahl, I. Bergmo Prvulovic & K. Kilhammar (Eds.), Human Resource Management: A Nordic Perspective, (pp. 72–85). London, UK: Routledge.

Marshall, D. T., Shannon, D. M., & Love, S. M. (2020). How Teachers Experienced the COVID–19 Transition to Remote Instruction. Phi Delta Kappan, 102:3 (pp. 46–50). DOI: 10.1177/0031721720970702

Mutton, T. (2020). Teacher Education and Covid–19: Responses and Opportunities for New Pedagogical Initiatives. Journal of Education for Teaching, 46:4 (pp. 439–441). DOI: 10.1080/02607476.2020.1805189

Miller, A. N., Sellnow, D. D., & Strawser, M. G. (2021). Pandemic Pedagogy Challenges and Opportunities: Instruction Communication in Remote, HyFlex, and BlendFlex Courses. Communication Education, 70:2, (pp. 202–204). DOI: 10.1080/03634523.2020.1857418

Oswald, A. G. (2019) Improving Outcomes with Qualitative Data Analysis Software: A Reflective Journey. Qualitative Social Work, 18: 3 (pp. 436–442). DOI: 10.1177/1473325017744860

Ott, T., Magnusson, A.G., Weilenmann, A. & Hård af Segerstad, Y. (2018). “It Must not Disturb, it’s as Simple as That”: Students’ Voices on Mobile Phones in the Infrastructure for Learning in Swedish Upper Secondary School. Educ Inf Technol, 23 (pp. 517–536). DOI: 10.1007/s10639-017-9615-0

Ott, T., Haglind, T., & Lindström, B. (2014). Students’ Use of Mobile Phones for Schoolwork. In M. Kalz, Y. Bayyurt. & M. Specht (Eds.), special issue: Mobile as Mainstream–Towardss Future Challenges in Mobile Learning Communications. Communications in Computer and Information Science, 479, (pp. 69–80). Cham: Springer. URL: https://link.springer.com/chapter/10.1007/978-3-319-13416-1_8

Patel, R., & Davidson, B. (2011). Forskningsmetodikens grunder. Att planera, genomföra och rapportera en undersökning. Lund: Studentlitteratur.

Polkinghorne, D. E. (1995). Narrative Configuration in Qualitative Analyses. Qualitative Studies in Education, 8:1, (pp. 2–23). DOI: 10.1080/0951839950080103

Robinson, M., & Rusznyak, L. (2020). Learning to Teach without School–Based Experience: Conundrums and Possibilities in a South African Context. Journal of Education for Teaching, 46:4 (pp. 517–527). DOI: 10.1080/02607476.2020.1800408

Roger, E. M. (2003 [1962]). Diffusion of Innovations, 5th edition. New York: Free Press.

Riessman, C. K. (1993). Narrative Analysis. Newbury Park: Sage Publications.

Riessman, C. K. (2008). Narrative Methods for the Human Science. London: Sage Publications.

Salo, C. (2021). Distansundervisningen har sett liknande ut i Sverige och Finland. Hufvustadsbladet, July 15.

Skolinspektionen (2020). Utbildning under påverkan av coronapandemin [Education under the influence of the corona pandemic]. Rapport. Diarienummer: 2020:5177. URL: skolinspektionen.se/globalassets/02-beslut-rapporter-stat/granskningsrapporter/ovriga-publikationer/2020/covid-19/utbildning-under-paverkan-av-coronapandemin-i-grundskolan-och-grundsarskolan.pdf

Stein, M. (1953). Creativity and Culture. Journal of Psychology, 36 (pp. 311–322). DOI: 10.1080/00223980.1953.9712897

Stroobants, V. (2005). Stories about Learning in Narrative Biographical Research. International Journal of Qualitative Studies in Education, 18:1 (pp. 47–61). DOI: 10.1080/09518390412331318441

Svensson, P., & Ahrne, G. (2013). Att designa ett kvalitativt forskningsprojekt. In G. Ahrne & P. Svensson, (Eds.). Handbok i kvalitativa metoder. Stockholm: Liber.

Tondeur, J., Petko, D., Christensen, R. et al. (2021). Quality Criteria for Conceptual Technology Integration

Models in Education: Bridging Research and Practice. Education Technology Research and Development, January 11. DOI: 10.1007/s11423-020-09911-0

Tracy, S. J. (2010). Qualitative Quality: Eight “Big–Tent” Criteria for Excellent Qualitative Research. Qualitative Inquiry, 16:10 (pp. 837–851). DOI: 10.1177/1077800410383121

Van Nuland, S., Mandzuk, D., Tucker Petrick, K., & Cooper, T. (2020). COVID–19 and its Effects on Teacher Education in Ontario: a Complex Adaptive Systems Perspective. Journal of Education for Teaching, 46:4 (pp. 442–451). DOI: 10.1080/02607476.2020.1803050

Wenger-Trayner, E., & Wenger-Treyner, B. (2020). Learning to Make a Difference. Value Creation in Social Learning Spaces. Cambridge: Cambridge University Press.

Willermark, S. (2018). Digital Didaktisk Design: Att utveckla undervisning i och för en digitaliserad skola (Doctoral dissertation). Trollhättan: Högskolan Väst, Sweden. URL: http://www.diva-portal.org/smash/get/diva2:1174749/FULLTEXT01.pdf

Åkerfeldt, A. (2021). Gymnasieelevers uppfattningar om fjärr- och distansundervisning. Web site: Ifous – innovation, forskning och utveckling i skola och förskola, January 11. URL: https://www.ifous.se/gymnasieelevers-uppfattningar-av-fjarr-och-distansundervisning/

Åman, P., Lindberg, Y., & Rapp, S. (2021). Prövad eller beprövad? Praktiker för prövande av lärares yrkeserfarenheter i skolan. Educare – Vetenskapliga Skrifter, 2021: 3, (pp. 1–31). DOI: 10.24834/educare.2021.3.1

The teacher as innovator during a pandemic:

Changing practices and culture

Forfattere

DOI:

Nøgleord:

Resumé

Downloads

Referencer

Downloads

Publiceret

Citation/Eksport

Nummer

Sektion

Licens

Indsend

Sprog

Information