Mapping what matters – an approach to determine curriculum content of in-service teacher training

Forfattere

  • Andreas Lindenskov Tamborg
  • Mathias Lund Schjøtz
  • Anne Brøndum Andersen
  • Benjamin Brink Allsopp

DOI:

https://doi.org/10.7146/lom.v15i25.128503

Nøgleord:

In-service training, digitale kompetencer, directed acyclic graphs

Resumé

Denne artikel studerer paradokset i, at mere end halvdelen af lærere oplever et misforhold mellem den efteruddannelse, de får, og deres oplevede behov, selvom der er konsensus om, at det er vigtigt at tilpasse indholdet til lokal praksis. Vi hævder, at dette paradoks fortsat eksisterer på grund af mangel på metoder til at indsamle og aggregere behov udtrykt af mange lærere. Artiklen adresserer dette paradoks ved at bruge directed acyclic graphs (DAG’s) til at repræsentere 17 danske læreres efterspurgte indhold til efteruddannelse i digital underviserkompetencer. Vi undersøger, hvordan DAG’en blev brugt og opfattet som redskab til kursusdesignere i udvikling af et konkret efteruddannelsestilbud. Undersøgelsen viser, at DAG’en tilvejebragte vigtige indsigter ved deres valg af indhold, der skulle inkluderes i efteruddannelsestilbudet. Begrænsninger omfattede en opfattet forpligtelse til at bruge al information i DAG'en og en følelse af ikke at have indsigt i lærernes affektive forholdemåder til indholdet i DAG'en.

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Publiceret

2022-06-11

Citation/Eksport

Tamborg, A. L., Lund Schjøtz, M., Brøndum Andersen, A. ., & Brink Allsopp, B. (2022). Mapping what matters – an approach to determine curriculum content of in-service teacher training. Tidsskriftet Læring Og Medier (LOM), 15(25). https://doi.org/10.7146/lom.v15i25.128503

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