Summativ vurdering i formativ drakt -elevperspektiv på tilbakemelding fra heldagsprøver i norsk
The authors of this article have collaborated as part of a steering group for Norwegian state-funded research and development project designed to enhance the professional digital competence (PDC) of both teacher educators, practising, and student teachers. In this article, we give voice to students’ experiences of their PDC development during teacher education (TE). We investigate their ideas on how TE might be developed to prepare them better for professional careers in a digital context. The participants are studying at a Norwegian university where, from 2018 to 2021, PDC has become a major area of focus as part of the aforementioned project. The data consist of four group interviews with 17 students from different campuses. We find that student teachers employ a broad range of digital technologies during TE. They experience a diversity of digital didactical practices and engage in thematic discussions concerning digitalization. They also utilise many technologies and apply the digital knowledge they have acquired in their personal lives. While some of them request more technical support during TE, most want to see TE engaging them in more critical discussions about the educational opportunities and challenges that digitalization offers. We discuss some of the dilemmas that TE must address to respond to these findings. In particular, we elaborate on how students’ digital experiences can be used as a resource when preparing for their professional roles as teachers.
SammendragTil tross for en etablert oppfatning av tilbakemeldingers betydning for laering, er elevenes oppfatning og vurdering av tilbakemelding et lite utforsket område. Hvilke tilbakemeldinger synes elevene er nyttige? Denne artikkelen presenterer en studie som undersøker hvilke laererkommentarer elever på ungdomstrinnet finner nyttige og mindre nyttige. Det empiriske materialet består av en spørreundersøkelse besvart av 159 elever fra 10. trinn i norsk ungdomsskole på grunnlag av en spesielt tilrettelagt tilbakemeldingssituasjon. Resultatene av spørreundersøkelsen viser at elevene foretrekker laererkommentarer på globale tekstnivå (som innhold, ideer og sjanger) og kommentarer som spesifikt forklarer hva eleven bør gjøre og hvorfor. Elevene setter pris på ros, men også kritiske kommentarer vurderes som nyttige. Resultatene drøftes med bakgrunn i tidligere forskning på området.Nøkkelord: Respons; laererkommentarer; skriving; vurdering; vurderingspreferanser; elevperspektiv AbstractEven though there is a general consensus that feedback is an important part of the learning process, there is little research on pupils' perceptions of feedback. This includes, for instance, what type of feedback students find useful. This article presents a study that investigates pupils in Norwegian lower secondary schools' perceptions about teacher comments on a writing sample. Data consist of a survey answered by 159 pupils from 10 th grade, based on a specifically adapted feedback situation. The results of the survey show that students prefer teacher comments which are on a global text level (such as content, ideas and genre), that are specific and which clearly formulate what the student should do and why. Students appreciate praise, but also consider critical comments useful. The results are compared with results from previous studies.
Forskning viser at utviklingen av lærerstudenters profesjonsfaglige digitale kompetanse (PfDK) i svak grad har vært arbeidet med i norsk grunnskolelærerutdanning. Imidlertid er det behov for oppdaterte studier og kunnskap om hvordan ulike fag i dag arbeider med PfDK. I artikkelen har vi lagt Rammeverk for lærerens profesjonsfaglige digitale kompetanse (lansert av Utdanningsdirektoratet i 2017) til grunn når vi har innhentet og analysert data. Vi undersøker om det er forskjell mellom hvordan lærerutdannere fra ulike faggrupper legger til rette for studenters PfDK-utvikling og hva som karakteriserer arbeidet med implementering av PfDK i fagene. Studien har et deskriptivt design basert på selvrapporterte data fra en tverrsnittsundersøkelse om PfDK, gjennomført ved fem norske lærerutdanningsinstitusjoner. Vi finner at det er tydelig sammenheng mellom faggruppetilhørighet og hvordan lærerutdannere arbeider med PfDK, men lærerutdannernes «vurdering av egen teknologibruk» er også av betydning for hvordan de implementerer PfDK. Lærerutdannere i Pedagogikk og elevkunnskap og i den sammensatte kategorien «annet» oppgir i større grad enn de andre å jobbe med PfDK. Lærerutdannere fra samfunnsfag skårer over gjennomsnittet, de fra språkfag og praktisk-estetiske fag skårer omtrent på gjennomsnittet, mens lærerutdannere fra KRLE og realfag skårer under. En del profesjonsaktuelle PfDK-temaer vies generelt lite oppmerksomhet i alle fag. Resultatene gir innsikt som er relevant for nasjonale ramme¬settere og grunnskolelærerutdanninger i deres arbeid med å sikre at alle lærerstudenter utvikler PfDK og blir godt forberedt for å utøve yrket i en digital tid. Nøkkelord: profesjonsfaglig digital kompetanse, PfDK, grunnskolelærerutdanning, profesjonsfaglige tverrfaglige temaer, PfDK-rammeverk Digitalization in teacher education: How professional digital competence is addressed in different subjects AbstractResearch shows that the development of teacher students' professional digital com-petence (PDC) has been given little priority in Norwegian teacher education (for primary and lower secondary level). However, we need updated studies about how PDC is addressed in different subjects in TE. In this article, we use PDC in line with how it is presented in Professional Digital Competence: A Framework for Teachers, launched by the Directorate for Education and Training in 2017. We investigate differences between how teacher educators from various subject groups facilitate teacher students’ development of PDC, and what characterizes the implementation of PDC in these groups. The study has a descriptive cross-sectional design based on self-reported data from five Norwegian teacher education institutions. Results reveal a clear association between subject group affiliation and how teacher educators work with PDC. In addition, we find that how teacher educators evaluate their own technology use, also affects how they implement PDC. Teacher educators in Pedagogy and in the mixed subject group named Other address PDC to the greatest extent. Teacher educators in Social Sciences score above average. Teacher educators in Language and in Practical-Aesthetic subjects score approximately on average, while teacher educators working with KRLE (Christianity, Religion, Philosophies of life and Ethics) and with the STEM subjects score below. Some PDC topics that have received attention in the teacher profession, are paid little attention to across all subject groups. Our results provide new insights relevant to national stakeholders and teacher educations in their effort to ensure that all teacher students develop PDC and become well prepared for their future work-life in a digital age. Keywords: professional digital competence, PDC, teacher education, professional interdisciplinary topics, PDC framework
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