Mapping what matters – an approach to determine curriculum content of in-service teacher training
DOI:
https://doi.org/10.7146/lom.v15i25.128503Keywords:
In-service training, digitale kompetencer, directed acyclic graphsAbstract
This paper studies the paradox that more than half of teachers experience a mismatch between the in-service training they are provided and their experienced needs, while there is consensus that aligning content to local practices is important. We argue that this paradox remains due to a lack of methods to collect and aggregate needs expressed by many teachers. The paper addresses this by using directed acyclic graphs (DAG) to represent 17 Danish teachers' requested content for in-service training in digital teaching practices. The paper investigates how the DAG was used and perceived by course designers when developing the course. The study finds that the DAG provided appreciated insights when choosing content to include. Limitations include a perceived obligation to use all information in the DAG and a feeling of not having insights into teachers’ affective relation to the content included in the DAG.
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Copyright (c) 2022 Andreas Lindenskov Tamborg, Mathias Lund Schjøtz, Anne Brøndum Andersen, Benjamin Brink Allsopp
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